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CHURCH-SCHOOL LEADERSHIP 





CHURCH-SCHOOL 
LEADERSHIP. 


MAY 22 1926 
AN OFFICERS’ MANUAL \% 
Cor ooo, sew 


OF PRACTICAL METHODS, FOR WORKERS IN 
THE CHURCH’S SUNDAY, WEEK-DAY, 
AND VACATION SCHOOLS 






” Sigh 94 
W. EDWARD RAFFETY, Pu.D., D.D. 


Editor of the PThteewononal Toaeaar of 
eligious Education” 


Author of “ Brothering the Boy,” etc. 





New Yorre CHICAGO 


Fleming H. Revell Company 


LONDON AND EDINBURGH 


Copyright, Mcmxxvi, by 
FLEMING H REVELL COMPANY 


New York: 158 Fifth Avenue 
Chicago: 17 North Wabash Ave, 
London: 21 Paternoster Square 
Edinburgh: 75 Princes Street 


To 
FLORA TILTON RAFFETY 


Pal O’ My Heart 
Mother of Our Four Children 

Mary Virginia | 

Gordon Edward 

Grace Richmond 

Howard Tefrew 





AUTHOR’S FOREWORD 


an officers?’ manual of practical methods for 

workers in the church’s Sunday, week-day, and 
vacation schools. Books on feacher training have 
crowded the book shelves, but training books for the 
administrative officers are few and far between. It is 
the ‘‘ between ” gap that this manual hopes to fill. The 
instructional program of the school is of first consid- 
eration, but the newer educational approaches have left 
executives without sufficient guidance. Materials and 
methods of religious education in the church school are 
important, but engineers are needed to make effective 
the school’s educational machinery. 

Christian statesmen, general educators, and many 
other high-minded Christian business and professional 
men, as they scan the horizon of American social con- 
ditions today, are challenging the churches of Jesus 
Christ to make good in religious education. ‘To meet 
this challenge, the churches must put on an adequate 
program of religious education for the needs of life. 
The chief educational agencies of the local churches are 
their Sunday, week-day and vacation schools. If these 
are to be efficient a trained church-school leadership is 
absolutely essential. 

The following pages are a cross section of the 
author’s own experiences, studies, and continent-wide 

7 


ie some time there has been an insistent call for 


8 FOREWORD 


observations through many years, as pastor, seminary 
professor of religious education, editor-in-chief of Sun- 
day-school publications of his own denomination, and 
as editor of the “ International Journal of Religious 
Education.” He has participated in hundreds of insti- 
tutes and conventions in all parts of the country, fac- 
ing the concrete problems of workers in the local 
schools, He is prayerfully anxious to help all such who 
yearn for the better way. 

If this manual, even in some small way, can put ef- 
fective methods into the hands, and vision, purpose, 
and courage into the heads and hearts of the local 
church-school leadership, the author will be humbly 
grateful to the Great Leader whom to know aright is 
life eternal, whom to love aright is peace and joy un- 
speakable, and whom to serve aright is the highest 
honor which earth or heaven can give. 

W. E.R. 
Chicago, IU. 


CHAPTER 


I, 


VI. 
VII. 
VIII. 


CONTENTS 
I 
INTRODUCTORY 


The Church-School Leader’s Great Objec- 
tive DRS A Es 


II 
ORGANIZATIONAL LEADERSHIP 


The Home, the Church, and the Commu- 
nity CEES vet Lh flak RR aL Seen Oe 
The Church School, Better and Bigger . 
The Sunday Session, Expanded and En- 
riched Sa Srapar ty. hale Lee aa tie hil east Wk 
The Week-day and the Vacation Church 
Schools LEN anK de nessa 


II 
EXECUTIVE LEADERSHIP 


The Pastor’s Leadership . 
The Director of Religious Education 
The Superintendent, an Executive 


IV 
SUPERVISORY LEADERSHIP 
Knowing and Leading Children . 


Knowing Young People 
9 


PAGE 


13 


27 
44 


58 


67 


87 
100 
IIg 


139 
160 


10 


CHAPTER 


XI. 
XII, 
XIII. 


XIV. 
USE). 


XVI. 
XVII. 


AVITI. 


XIX, 


CONTENTS 


Leading Young People 
Knowing and Leading Adults : 
The Supervisor of Teachers and Teaching . 


V 
SECRETARIAL LEADERSHIP 


The Directors of Records, and Finances . 
The Directors of Reading, and Publicity . 


VI | 
EXPRESSIONAL LEADERSHIP 


The Directors of Worship, and Music . 

The Directors of Evangelism, Community 
Service, and Missions . : 

The Directors of Recreation, Senile 
and Special Days 

The Directors of Physical Weltare, ne 
Home Cooperation . og 8 te! 


VII 
A TRAINED LEADERSHIP 


Leadership Training 
Index sparse en are 


PAGE 
177 
IQI 


199 


215 
230 


247 
274 
290 


306 


315 
319 


I 
INTRODUCTORY 





I 


THE CHURCH-SCHOOL LEADER’S GREAT 
OBJECTIVE 


HE “go-getter” leader has a goal, and 
reaches it. Any leader, be he military, politi- 
cal, industrial, social, educational, or religious, 

must have before him his great objective, and con- 
stantly keep it there until he passes under his trium- 
phal arch. 

A simple, concrete, definite, easily understood, never- 
to-be-forgotten objective for the church-school leader, 
both for himself and for those he leads, can be put in 
one short sentence, viz.: 


Good for something worth while for others. 
Or, these seven words can be reduced to two: 
Good foursquare.. 


Foursquare in the sense in which Tennyson used it,— 
“ He stood foursquare to every wind that blew.” The 
great objective for both the leader and the led is to be 
- good foursquare—not good on merely one side of his 
character or two or even three, but on all four. At the 
risk of perpetrating a paradox, a foursquare leader 
may be described as an all round man. 

We graphically analyze the factors in this objective 
by placing them around a square and then put within 
the square the one word which gives meaning and mo- 
tive to the objective itself. ‘ 


14 CHURCH-SCHOOL LEADERSHIP 


For the sake of his pupils, his associates, and for his 
own sake, the church-school leader should be,— 


GOOD 


It is not our purpose to enter into any philosophical 
discussion of what is meant by abstract goodness, but 
to think in terms of real human personalities, the com- 
monly recognized, though imperfectly realized charac- 
teristics of that being who is known as a good man 
or good woman. Why do you think Mr. So-and-So is 
a good man? Well, for one thing, he is honest— 
“honest as the day is long”—and no refiner could 
make a lie so white he’d tell it. Then, he is fair- 
minded, sincere, dependable, always helping some one. 
In brief, by goodness, we mean all of these virtues and 
dozens more rolled into the one thing whose price is 
above purchase by radium. Sometimes reference is 
made to an individual as “ true blue,” “ all wool and a 
yard wide.” These and kindred expressions convey 
our meaning of genuine goodness, a goodness that 
bears no label of color, creed, or clothes, goodness that 
laughs at calendars and is not frightened by the thun- 
der of Sinai. It is just the same on Monday as Sun- 
day, and obedience to the Decalogue and the Sermon 
on the Mount is its meat and drink. We do not mean 
a so-called skin-deep, superficial thing, spuriously 


THE GREAT OBJECTIVE 15 


called goodness, a self-advertised product made in the 
mill of a diseased and defective egotism, the show- 
window stuff which attracts some but very soon dis- 
gusts all. Once in a while such pietistic hypocrites get 
into church prayer meetings and there do their acro- 
batic word stunts, juggling worn-out phrases and the 
clanging cymbals of cant. 

As a boy, growing up on a farm in the midst of 
apple orchards, I loved the red, luscious fruit, but 
longed for the time when I could see a real orange tree 
ladened with real, golden oranges. The time came 
when as a college boy, in a far off city, I rushed across 
the street to see—no, not an orange tree, but a coun- 
terfeit tree with tied-on, counterfeit oranges; and I 
turned away in disappointment and disgust. From 
that day until this, there has always been in me a 
righteous indignation at sham and pretense. 

Again, these Pharisaical “loud speakers” may be 
heard on the street corners. It is somehow inherent 
in all virile men and women to love genuine goodness, 
whether clad in rags or rich raiment, and to hate 
hypocrisy in prince or peasant. The humblest and 
poorest may be richest in that which counts most with 
man and God. 

A great shoe company which sells its products direct 
through its own stores had a very clever ad. in its 
display windows several years ago. Crowds were at- 
tracted to the unique sight. There people gazed at a 
huge shoe, perhaps three feet long. It seemed to have 
been cut by a big, circular saw exactly in half from 
the middle of the toe to the middle of the heel, into 
eastern and western hemispheres, so to speak. As you 
looked, you could see it was a real shoe in material, 
for where leather was supposed to be, there leather 


16 CHURCH-SCHOOL LEADERSHIP 


was. It was an ingenious device to reveal the true 
worth of the shoe. The thing the writer has never 
forgotten was the small sign that hung in the window 
which read, ‘‘ Good through and through.” A certain 
great automobile concern for many months in all its 
ads simply used one word, “ Dependable.” So it is— 
the very thing that ties us toa friend. ‘ Good through 
and through ”—‘“‘ dependable.” It is nothing else— 
not his wealth, scholarship, genius, position. He may 
be rich, but a rascal, learned but unreliable, clever but 
crafty, have social prestige, but be soulless. No; it is 
genuine goodness that wins confidence and knits soul 
to soul in eternal friendships. 

The church-school leader who would get his pupils 
and associates far on the way toward this worthy goal 
must earnestly strive to attain it first for himself. Les- 
sons may be forgotten, but lives never. No artist 
paints for memory’s walls a picture more enduring 
than that of genuine goodness. 

- Goodness is not a passive, sponge-absorbed quality. 
It is an active, virile thing. <A really good man does 
not give up, door-mat fashion, to be trodden under the 
feet of men, or hie away, hermit-like, to lonely caves. 
That is laziness, not goodness. Virile goodness mixes 
with the multitude, Christlike, to heal and to help, 
and, if necessary, plaits the cords and drives the dese- 
crating money-changers out of the Temple. As Emer- 
son said, ‘‘ Our goodness must have edge or it is none.” 

Leaders, especially, must help young people to un- 
derstand that virility of mind and body are not in- 
compatible with real goodness of heart, that a man or 
a woman may be intellectually great and, at the same 
time, genuinely good. Paul was no less a scholar when 
he became a devout follower of Jesus Christ. Ralph 


THE GREAT OBJECTIVE 17 


Connor, in one of his early books, wrote this impor- 
tant truth: “No man is a great man who is not a 
good man.’ Most biographers belie this statement, 
but it certainly is true when tested in the Divine Bureau 
of Weights and Measures. Goodness is not static; it 
is dynamic. Nobody ever is good because he is com- 
manded to sit still and absorb goodness. We involun- 
tarily fill our lungs with air, but goodness does not 
come that way. No criminal, on retiring, can throw 
open his windows, go to bed and wake up a pious man. 
Rocking-chair-do-nothingness does not result in good- 
ness. We are good because we will to be good. 
Lowell well says, ‘‘ Goodness is an achievement of the 
will.” And another puts it thus, ‘“‘ We can be as good 
as we please, if we please to be good.” In the fight for 
personal goodness, it is not hammock swingers, but 
hammer swingers that are needed. Temptations must 
be given a death-dealing blow. Moral exercise gives 
moral strength. 

The church-school leader’s life and lessons every 
day and every week must insist on three great truths: 
know the right, dove the right, do the right; these three, 
but the greatest of these, and the hardest, is do the 
right. These three lead to triumphant power and 
goodness. 

_ The paramount test question, perennially put to all 
church-school leaders, is this: Is the one great ob- 
jective toward which you and yours are always head- 
ing a sincere, unchangeable yearning to be genuinely 
good? With Kingsley, we joyfully exclaim, “ Be good 
and let who will be clever,” and with Tenny- 

son, ‘’Tis only noble to be good.” Large class or 
school enrollment, lessons taught and learned, organi- 
zations set up and perfected, much money raised and 


I8 CHURCH-SCHOOL LEADERSHIP 


expended—all these shrink into nothing if the great 
objective is lost. Kingsley well concludes that “ noth- 
ing that man ever invents can absolve him from the 
universal necessity of being good, as God is good, 
righteous, as God is righteous, and holy, as God is 
holy.” 
But we must be 
GOOD 


FOR 
SOMETHING 


Nea laa 


As Thoreau long ago put it, “‘ Be not simply good; 
be good for something.’’ Not only good in the moral 
sense, but good, meaning efficient. Not only be good, 
but make good. Of no church-school leader ever let 
it be said, “He is good, but good for nothing.” 
Rather let the leader deliberately say “ for me and 
mine, we will be good for something.” The day has 
forever gone when in church-school work one person 
should be expected to do everything, to be a sort of 
Jack-of-all-trades around the church. In the factory 
system, and in all efficient organizations, the long- 
established principle of division of labor works, in- 
deed, has become an economic necessity, so should it 
be in educational and religious enterprizes. The real 
leader sets twenty to work rather than attempt to do 
the work of twenty. Better policy for leader; far 
better for the led. But the leader is leader truly 
when he discovers abilities to suit duties to be done, 


THE GREAT OBJECTIVE 19 


and weds talents and tasks. And this is God’s own 
way. What God has joined together, let no bungling 
leader put asunder. To every man his job. The 
leader not only discovers and connects, but suggests 
books to be read, courses to be pursued, or other train- 
ing to be secured that every member of the “ machine ” 
may be good for some one thing, extra good. Here is 
a familiar motto, sometimes adopted by church schools 
and young people’s societies, as an inspiration to indi- 
vidual members: 


I cannot do everything 
But I can do something. 
What I can do, 

I ought to do; 

And what I ought to do, 
By God’s help, 

I will do. 


This is reasonable and right, and its realization 
means happiness and efficiency in service. If you area 
church-school superintendent, be a good one, so like- 
wise a teacher, secretary, or other officer. Anything 
worth doing is worth doing well. Don’t forget Paul’s 
motto—‘ This one thing I do.” Many a lesser leader 
has literally leaped into joy and success by such a re- 
solve persistently, constantly followed. The spirit of 
“off agin, on agin, gone agin, Flannagin,” gets no- 
where. Scatteration shatters all hope of worth while 
accomplishment. Concentrate and get somewhere; 
dissipate time, strength and ability, and only the ditch 
of defeat lies ahead. The leader obsessed with this 
great objective, “ good for something,” visualizes his 
work, plans his program, fits folks in, and then helps 
his helpers come to the fullest register of efficiency. 

The writer some time ago saw a big sign across a 


20 CHURCH-SCHOOL LEADERSHIP 


small business place. It read ‘‘ Misfits a Specialty.” 
Looking inside, he saw the Hebrew tailor sitting cross- 
legged, happily making over ready-made suits. He 
could “ fit ’em, tall up and down, or big all de vay 
round,” any size or shape, and do it while they waited. 
Miniatures of this sign might well hang over the doors 
of many church schools,—“ Misfits a Specialty.” No 
church-school leader can afford to have this sign face 
him. The wise leader not only knows the tasks to be 
assigned, but when choosing his personnel always has 
a definite, kindly understanding that the job is more 
important than the job holder, that he is the trustee of 
the whole church, charged with the welfare of the 
church school and must be fair to pupils, parents, and 
all who hold him responsible. 

Yes, it takes will to be good, and will to be good 
for something. 

But we must be 

GOOD 


FOR WORTH 
SOMETHING WHILE 


The doing of little duties well leads to the day of 
bigger things. Nobody ever came to the time of say- 
ing dollars who did not first of all save dimes or even 
pennies. No one should despise the day of small 
things. But for most of us, we have a lazy content 
that keeps us living on the lower dead levels, when we 
should be reaching up and living up to the more diffi- 


THE GREAT OBJECTIVE 21 


cult and challenging duties. The church-school 
leader himself must be good for something worth while. 
Where vision ceases, not only the people, but their 
leaders, perish. How many schools need to be lifted 
out of their ruts. There are church-school workers 
assigned to five-foot step-ladder jobs who ought to be 
given extension ladders, work in which they can grow 
and go, on and up. Even in a small school there are 
enough latent, undeveloped abilities to work wonders, if 
some far-seeing, near-seeing leader would get busy. 
Let us all remember that there is a yearning that is a 
divine discontent. Even the church school commonly 
called good must be careful. A satiate may be an opiate. 
For institutions, as for individuals, not to progress is 
to retrogress. Oliver Cromwell put on the fly leaf of 
his Bible his initials ‘‘ O. C.”’ and the date of his birth, 
“©1599,” and these significant words in Latin, Qui 
cessat esse melior, cessat esse bonus,” which being in- 
terpreted reads, ‘‘ He who ceases to be better, ceases 
to be good.” Again, we see that goodness is not a sta- 
tionary thing; we go on to de better and do better from 
day to day, or daily we slip back. Appropriate for all 
church-school leaders is this couplet: 


Be not content with thy good to rest, . 
Until thy good becomes better, and thy better best. 


‘This applies to leaders and led, to knowledge, skill, 
character, and conduct. Is this not what Browning 
meant in that line: i 


Our reach should exceed our grasp, or what’s a heaven 
for. 


And did not the yearning psalmist of long ago have 
this very thought in mind when he said and sang: 


22 CHURCH-SCHOOL LEADERSHIP 
Lead me to the rock that is higher than I.. 
Or, the better translation has it: 
Lead me to the rock that is too high for me. 


Not only a church-school class, but a whole school 
might well adopt as a slogan: 


We Specialize in the Impossible. 


The church-school leader must himself be good for 
something worth while and then inspire others to reach 
on and up until they, too, attain unto this goal. 

But we must be 

GOOD 


FOR WORTH 
SOMETHING WHILE 


FOR OTHERS 


A certain kind of goodness may be self-satisfactory, 
and lead to self-glory, pedestalling itself apart for ad- 
miration or adoration. A culture for culture’s sake is 
of little value to the needy world. ‘The church-school 
leader ever should keep before himself that he and his 
must be good for something worth while for others. 
We pray, study our Bibles, govern our lives by Chris- 
tian idealism—all, not for ourselves alone, but for 
others. 

No life-dictionary has anything bigger and more 
important than the two “great-big-little” Anglo- 


THE GREAT OBJECTIVE 23 


Saxon words, get and give. By these, life’s attitudes, 
skills, habits, ideals are formed. The relation of these 
in our lives determines all character and conduct. 
Fach is necessary. Each may assume dangerous pro- 
portions. Their proper balance is imperative. Church- 
school leader, let this poem also carry its message to 
your heart: 


GET AND GIVE 


For what do you live? 

For what you get 

Or what you give? 

‘Which is the dynamo 

That makes you go— 
GET Or GIVE? 


Get from the world its treasures, 
Knowledge, friends, and health. 
Heap to the full your measures, 
God, and good, and wealth. 
But,— 
GET tO GIVE. 


Don’t be a miser, 
A slave to your gold; 
Giving is wiser, 
A hundredfold. 
So,— 
GET and GIVE. 


GET—you must 
If you would GIvE; 
GIVE you must, 
If you would LIvE; 
For,—getting without giving 
Is existence, not living. 
_ Then,— 
GET and GIVE and LIVE, 


24 CHURCH-SCHOOL LEADERSHIP 


Finally, in our analysis of the church-school 
leader’s great objective, we come to place within our 
square one word: 


GOOD 
FOR CHRIST WORTH 
SOMETHING WHILE 
FOR OTHERS 


Jesus Christ must be kept at the center of any life 
that would be genuinely good. Remove God from good 
and nothing is left. Essentially, goodness is God-ness. 
God in Christ forgives sin, cleanses the soul, makes 
and keeps it good. Would we be good for something? 
He knows what that some-one-thing is for each of us. 
Would we be good for something worth while? He is 
our Guide and will lead us to put the emphasis on the 
thing worth while. Would we be good for something 
worth while for others? He who “ came not to be min- 
istered unto, but to minister,’’ to give “‘ his life a ran- 
som for many,” knows that our investment in others 
will help Him to get His will done in the world. 

The writer has one prayer in his heart as he closes 
this chapter and introduces readers to the following 
pages, and it is this: may all of us who are lovers of 
and leaders in the church school be good for some- 
thing worth while for others, for His sake, whose we 
are, and whom we serve. 


IT 
ORGANIZATIONAL LEADERSHIP 


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II 


THE HOME, THE CHURCH, AND THE 
COMMUNITY 


HURCH-SCHOOL leadership is a bigger thing 
than leadership in an institution called the 


church school. The church-school leader must 
see the home as the primary agency of religious edu- 
cation, the church as a whole functioning in religious 
education, and the place and responsibility of the com- 
munity, as such, in the general scheme of religious 
education. 


IN THE HOME 


The Christian home is God’s first institution for the 
religious education of childhood and youth. The or- 
- ganization and administration of religious education 
there is simple and even now largely patriarchal, the 
father being priest, pedagogue, and program builder. 
At least, he should be the responsible head. However, 
in the best types of home religious education, the fam- 
ily as a whole shares in the planning and participates 
in the program itself. 

Religious educators ee that in the last analysis 

2 


28 CHURCH-SCHOOL LEADERSHIP 


the home is the citadel, the hope or despair of it all. 
As goes the home, so goes the success or failure of any 
program of religious education. For the normal home 
is the chief factor in the welfare of children and young 
people, physically, industrially, socially, morally, and 
religiously. No institution can take its place or do 
what the normal home can and should do for its mem- 
bers, young and old. ‘The family is the social and 
religious storm-center of modern civilization. Theo- 
dore Roosevelt, Christian statesman, was right when 
he said, ‘‘ Our civic life, in the long run, will rise or 
sink as the average family is a success or failure.” 
Long ago, Jacob Riis, Christian reformer, wrote in 
Peril and Preservation of the Home, ‘‘ Upon the home 
rests our moral character; our civic and political lib- 
erties are grounded there. We forget it to our peril. 
Our American citizenship, in the long run, will be, 
must be, what the American home is.” He was doubt- 
less thinking not only of the tenement home, but of all 
homes everywhere. A nation-wide program of re- 
ligious education that does not root itself in the home 
is doomed to defeat. 

That the home is the fundamental religious educa- 
tor of immature life, is true, because of the primal 
laws of: (1) biology, i. e., the elemental law of life 
itself that the two parents are responsible for the new 
life; (2) sociology, i. e., in keeping with the law of in- 
timate association and social dependence; and (3) 
theology, because of God’s law put upon his people in 
his covenant with Abraham. Every child has a con- 
stitutional right to a sound body, a trained mind, and 
a nurtured soul. 

Church-school Jeaders must help homes to function 
as God intended in the religious education of their 


THE JIOME, CHURCH AND COMMUNITY 29 


members. \ The living in congested cities, with their 
factory sys.ems, commercial enterprises and complex 
net work of social organizations, makes it difficult for 
some homes to religiously make good as did the sim- 
pler homes of our forefathers. Love of luxury and 
love of leisure are often responsible for the home los- 
ing its religious grip. Granted that it is harder than 
ever for families to sit together in a period of religious 
instruction and expression through worship, neverthe- 
less, if this thing is accepted as God’s will, time will 
be found somewhere during the twenty-four hours of 
every day. Generally speaking, we do what we want 
to do of the possible things, if we persistently want to 
do it. First things first. The heart of religious edu- 
cation in the home is in the daily use of the Scriptures, 
prayers, and hymns. Courses are now available in 
book and magazine form, so that no family can offer 
an excuse so far as materials and programs are con- 
cerned. (Further suggestions are made in chapter 
nineteen, under the duties of the director of home co- 
operation. ) 

After all, religious education in the home is more 
than mere formal instruction in the Bible and related 
Christian truth and the offering of prayers and hymns 
of praise around a family altar. This is the funda- 
mental and central thing. Other important factors 
are: grace at meals; personal devotions upon rising or 
retiring, frequent silent, ejaculatory prayer and praise, 
the general spiritual atmosphere or morale created by 
right relationships and dealings of members of the 
family with each other in the daily home routine, the 
telling of wholesome, humorous stories and incidents, 
the upward influence of good music, good pictures, 
helpful books and periodicals, and the constant culti- 


30 CHURCH-SCHOOL LEADERSH P 


vation in conversation and conduct of th’. Christian 
graces of kindness, courtesy, appreciatio:i, patience, 
unselfishness, gratitude, humility, sympathy, cheerful- 
ness, confidence, forgiveness, and genuine love. All of 
which does not come by accident! Somebody, pre- 
sumably the parents, religiously sets the home in order. 


cE 


IN THE CHURCH 


While the church school is the church’s major | _ 
agency for its teaching ministry, it is not the only | 
one. Other organizations within the local church 
already are at work in the field of religious education, 
emphasizing worship, missions, temperance, social ser- 
vice, recreational, and other interests, and serving dif- 
ferent age groups. That the church-school leaders 
may be informed of the bigger task, brief mention is 
made in this chapter of the organization and adminis- 
tration of religious education in the whole church and 
in the community, in all of which church-school leader- 
ship should intelligently and loyally participate. The 
very limits of this manual prevent fuller treatment. 

In any church where there are as many as two or- 
ganizations in the field of religious education, there 
should be (1) a Church Council of Religious Educa- 
tion, (2) a Church Board of Religious Education, (3) 
and these, in turn, should set up religious education 
policies and programs for the whole church. 

A Church Council of Religious Education. This 


THE HOME, CHURCH AND COMMUNITY 31 


Council should be large and representative. It should 
be composed of the pastor, one or more representa- 
tives from each of the official boards of the church, 
the executive officers of the following: church school, 
(which will include the superintendent and all general 
officers, principals and officers of all divisions and de- 
partments, officers of all organized classes, and every 
teacher and assistant), the young people’s societies of 
every description, women’s and men’s organizations. 
In a big church there should be elected at least ten 
members-at-large, and in a smaller, at least three. For 
a large church, this would make a large, deliberative 
body, and such is needed, for, under wise leadership, 
it is a good plan to let all the “‘ 57 varieties ” of people 
talk some things out of their systems. The smaller 
church would have fewer organizations and, therefore, 
a smaller council. The size is not the important thing. 
The value of such a council lies in its representative 
character, so that a comprehensive, adequate program 
of religious education can be constructed, with every 
angle of approach being known and recognized. The 
above is offered as a reasonable suggestion for consti- 
tuting such a council. In some communions, provision 
is made for the formation of such a representative 
group. In any case, this large, deliberative body will 
function through a smaller executive group known as 
a Church Board of Religious Education. 

A Church Board of Religious Education. Every 
church should have a board of religious education com- 
parable in every way with the other official boards, 
such as the board of deacons, elders, trustees, stew- 
ards, or other responsible general officiary. This 
board of religious education should be nominated by 


32 CHURCH-SCHOOL LEADERSHIP 


the Church Council of Religious Education and elected 
by the church as a whole. It should serve as the ex- 
ecutive committee of the Church Council of Religious 
Education. It should consist of from three members 
in the small church to not more than nine to fifteen in 
the large church, one-third of the membership to be 
elected annually and to hold office for three years. The 
pastor should always be a member ex officio of this 
board. Being a religious education board, only those 
educationally equipped should be chosen. This board 
should never be selected on the basis of organizational 
representation. On it should be men and women who 
are educators and administrators. It should report 
regularly to the Council for information and advice, 
and to the church as a whole for final adoption of poli- 
cles and programs. It is the one executive body func- 
tioning for the church as a whole in its work of re- 
ligious education. This board should adopt a simple 
constitution, elect its own officers, and the few needed 
committees, and hold as a sacred trust its great respon- 
sibility for the religious education of the children, 
young people, and adults of the church. 

In some churches this board of religious education 
will: (1) conduct a survey of all educational organi- 
zations within the church as to purpose, program and 
product; (2) give general supervision to all the edu- 
cational work of the church; (3) set up the church’s 
educational policies and standards; (4) choose and 
cooperate with the director of religious education, 
where the church employs one; (5) choose all courses 
of study; (6) select teachers and those who super- 
vise them; (7) plan for adequate educational building 
and educational equipment; (8) seek to correlate and 
unify courses, programs and agencies; (9) prepare the 


THE HOME, CHURCH AND COMMUNITY 33 


financial budget for church’s program of education;' 
(10) give every possible assistance to the church- 
school superintendent and other executive officers of 
the church’s educational agencies; (11) keep in touch 
with denominational and interdenominational religious 
education organizations, and bring findings to the at- 
tention of the church; (12) call in specialists in re- 
ligious education for expert counsel. All things con- 
sidered, it is doubtful if there can be a more impor- 
tant board in any local church. 

A Religious Education Policy and Program for a 
Local Church. Every church, large or small, should 
have its own religious education policy. General De- 
nominational and Interdenominational church-school 
Boards are ready to help and should be consulted. 
City, County, State, and International Council of Re- 
ligious Education will furnish valuable information to 
this very end. The Church board of religious edu- 
cation should work out such a policy, present it to 
the Church Council of Religious Education for sug- 
gestions, and then offer it to the church for adoption. 
We here suggest certain keywords, as hints toward 
the construction of such a policy. Investigation. 
Each church should survey its field and forces, its 
strength and its weaknesses. The church board of 
religious education, or other strong committee, should 
make a thorough study of the matter, giving months, 
if need be. If a separate committee, it should be rep- 
resentative of all interests and should be elected by 
the church. The church should learn the nature of its 
constituency, the age groups to be served, number 
now reached and number that should be enlisted. It 
should know its present leadership personnel as to 
adequacy, skill, training, and general efficiency in re- 


3+ CHURCH-SCHOOL LEADERSHIP 


ligious education. All organizations of the church, 
doing any kind of religious education, should be im- 
partially investigated as to purpose, program, people 
served, literature used, and results achieved. As to 
whether it works locally, because of far away pres- 
sure from some headquarters somewhere, following a 
set form of operation wholesaled for the whole coun- 
try or continent, or whether this organization grew 
indigenously to serve an immediate need, in either 
case, is it functioning, is it overlapping and compet- 
ing with another agency, is its chief business real ser- 
vice to its members, or is it merely used as a pumping 
station for statistics and funds to fill the reservoirs of 
a national movement? The investigation should in- 
clude a thorough study of budgets, educational equip- 
ment as to building and furnishings, and it might well 
report on community conditions that help or hinder 
the church in its attempt to religiously educate its con- 
stituency. The investigating committee must work 
without bias, and report fully the facts as found with- 
out recommendations of any kind. This report should 
be made to the Church Council of Religious Educa- 
tion, whether made by the board of religious educa- 
tion or the special committee. If made by a special 
committee, after thorough discussion by the Council, 
the report might well be turned over to the board of 
religious education for further consideration and such 
recommendations as the board may think best for the 
church’s whole program of religious education 

A good slogan for such a time of survey is: “ The 
interest of each is the concern of all.” Investigation 
will inevitably lead to a desire for correlation of pro- 
grams offered to prevent overlapping and competition, 
which will in turn mean conservation of time, strength, 


THE HOME, CHURCH AND COMMUNITY 35 


money, leadership, and definite organization for the 
utilization of every good idea of every agency in an 
adaptation to local needs—all of which will mean that 
every age group will be benefited by the cooperation 
of forces in a unified, far-reaching program of re- 
ligious education. Around these key words a board 
of religious education can formulate an acceptable 
working policy. Such a policy will make generous 
provision for four things, viz.: (1) a thoroughgoing 
system of graded instruction for all ages, (2) expres- 
sion through graded worship, (3) expression through 
graded recreation and related activities, and (4) ex- 
pression through graded philanthropic and missionary 
service, 





IN THE COMMUNITY 


I 


Let us face the challenge of Christian statesmen, 
public school educators, and others who look to the 
churches for the religious education of American child- 
hood and youth as the only hope of our civilization. 
We see at once that the task is too great for individual 
Churches, single-handed. They must organize to set 
forward the great cooperative cause of Christian edu- 
cation as the several regiments of an army, each regi- 
ment strong in its place, so must the Christian forces 
of a community move forward together. 

The Community Council of Religious Education is 
the organized expression of this cooperative spirit. The 
size and composition of such a council depend upon 


36 CHURCH-SCHOOL LEADERSHIP 


the size of the community. If the community is a small 
borough or city, having a dozen to fifty churches, and 
the usual number of other religious organizations, the 
council can easily be formed and can at once begin to 
function. The larger the city, the more difficult to get 
community organization of any kind to make good for 
the whole area. For the sake of general community 
representation and widespread interest, the council 
should be large. Too small a group, however select 
and efficient, fails to command the publicity and funds 
necessary to give permanent success. In cities of 
one hundred thousand population and less, the council 
could be composed of the following: pastors of all the 
churches, directors of religious education, executive offi- 
cers of Young Men’s Christian Associations and Young 
Women’s Christian Associations, the church-school 
superintendents and all general and departmental offi- 
cers of the church schools, executive officers of all 
local church organizations of young people, men or 
women, which put on programs of religious education, 
executives of community wide young people’s en- 
deavor, league, or union groups, executives of boy. 
scouts, camp fire girls, and kindred organizations, wel- 
fare groups, salvation army, and volunteers, parent- 
teacher associations, the board of education, and all 
others who, in the spirit and name of Christ, seek the 
social and religious welfare of the community. Then 
this official body should itself elect from three to thirty 
members-at-large, general educators, editors, and other 
public-spirited men and women. 

In cities above one hundred thousand population, 
denominations instead of individual churches could be 
represented with at least two from each denomination: 


THE HOME, CHURCH AND COMMUNITY 37 


one a pastor, and one lay worker, and then additional 
proportionate representation according to numerical 
strength; the several organizations above mentioned 
could each select its representatives, and the council, 
thus formed, could then elect the members-at-large. 

The community councils of religious education, of 
whatever size, operating in cities of varying sizes, will 
each create its own constitution, with the necessary 
officers and committees. Each council will function 
through a community board of religious education 
which serves as the council’s executive committee, 
carrying the chief responsibility for the community 
program. 

The Community Board of Religious Education is the 
council’s working body to organize and administer the 
community program of religious education through 
paid or volunteer leaders. This board should be 
elected by the council and may consist of from six to 
thirty members, to serve regularly for a period of three 
years, one-third being chosen annually. Herewith is 
a concrete illustration of such a board operating in a 
“little city”? of about ten thousand. With certain 
modifications, due to size or complexion of the local 
community, this can be used as a fairly successful 
working model, and, for that reason, it is inserted here. 
It should be understood that such a community board 
will not at any time interfere with the program of re- 
ligious education of any of the local churches, denomi- 
nations, or other organizations, but will in each case 
render every possible assistance and strive to interest 
all in cooperative community-wide programs of re- 
ligious education. 


38 CHURCH-SCHOOL LEADERSHIP 


CONSTITUTION 
of the 
Smithfield Board of Religious Education 


ARTICLE I—NAME 


Section 1. This body shall be known as the Smith- 
field board of religious education, the functioning ex- 
ecutive of the Smithfield community council of re- 
ligious education. 


ARTICLE II—PURPOSE 


Section 1. The purpose of this board shall be to 
create and sustain a community conscience in religious 
education through the organization, development and 
promotion of institutes, training schools, vacation 
church schools, week-day church schools, religious sur- 
veys and census, library, lectures, music, rt, 
pageantry, etc., cooperating with institutions and 
agencies already in the field. 


ARTICLE ITI—MEMBERSHIP 


Section 1. This board shall consist of twenty-one 
members, namely three members-at-large, elected by 
the board itself, and eighteen other members, chosen 
as herein provided: three each from the Methodist 
Episcopal, Presbyterian and Baptist churches (the 
pastor being one of the three); two from the Metho- 
dist Protestant (the pastor being one of the two); one 
from the Protestant Episcopal church, and one each 
from the two Societies of Friends; one elected by the 
public school board of education from its own number; 
and one elected by the public school parent-teacher as- 
sociation from its own number. The remaining two 


THE HOME, CHURCH AND COMMUNITY 39 


members of the board shall be the supervisor of public 
schools, and the county Young Men’s Christian Asso- 
ciation secretary. 

Section 2. The board shall have authority to fill 
all vacancies. 

Section 3. At the time of organization, the twenty- 
one members shall be divided into three groups of 
seven each; group one to serve one year; group two, 
two years; group three, three years. 


ARTICLE IV——OFFICERS 


Section 1. The officers of this board shall consist 
of a president, vice-president, secretary, treasurer; all 
of whom shall be elected by ballot at the annual meet- 
ing in February, and should hold office for one year, 
or until their successors are duly elected. Their duties 
shall be such as are usual for these officers. 


ARTICLE V—QUORUM 


Section 1. Nine members present at any meeting 
shall constitute a quorum for the transaction of busi- 
ness. 

ARTICLE VI—BY-LAWS 


Section 1. This board shall enact such by-laws as 
it may deem expedient, provided such by-laws are not 
contrary to this constitution. 


ARTICLE VII—AMENDMENTS 


Section 1. This constitution may be altered or 
amended by a two-thirds vote of the members of the 
board present at any regular meeting, provided the 
proposed change shall have been made in writing at a 
previous meeting. 


40 CHURCH-SCHOOL LEADERSHIP 
BY-LAWS 


ARTICLE I—MEETINGS 


Section 1. Regular meetings of the board shall be 
held the second Monday of September, November, 
February, April and June at eight o’clock at the office 
of the Smithfield High School. 

Section 2. Special meetings may be convened at 
any time on call of the secretary at the written request 
of the president or any five members of the board, the 
object of this meeting being stated in the call. 


ARTICLE II—PERMANENT COMMITTEES 


Section 1. There shall be ten permanent commit- 
tees, as follows: 
Executive 
Institute 
Training School 
Vacation Church School 
Week-day Church School 
Religious Survey and Census 
Library 
Lectures 
9. Music, Art, and Pageantry 
10. Finance 

Section 2. These permanent committees shall be 
appointed by the president and shall be ratified by the 
board. 

Section 3. The executive committee shall consist of 
the officers of the board and the pastors who are mem- 
bers of the board. 

Section 4. Permanent committees shall make writ- 
ten reports at each regular meeting, and at such special 
meetings as any committee deems it necessary. 


° 


ee es 


THE HOME, CHURCH AND COMMUNITY 41 


Section 5, The president shall be ex officio a mem- 
ber of the permanent committees. 

Section 6. The treasurer shall be ex officio a mem- 
ber of the finance committee. 

Section 7. Two weeks before the annual meeting in 
February, the president shall appoint an auditing com- 
mittee of three (not members of the board) and re- 
quest it to audit the accounts of the treasurer. 


ARTICLE III—DUTIES OF PERMANENT COMMITTEES 

Section 1. The board’s executive committee shall 
serve as the executive body of the board in the interim 
of regular meetings. 

Section 2. The committee on institutes shall make 
provision for the annual five-day institute in religious 
education. 

Section 3. The training school committee shall plan 
for a community school of religious education, based 
on the standards of the International Council of Re- 
ligious Education. 

Section 4. The committee on vacation church 
schools shall plan and operate one or more vacation 
church schools for the borough (city) of Smithfield. 

Section 5. The committee on week-day church 
schools shall be responsible for the establishment and 
supervision of week-day church schools in Smithfield. 

Section 6. The religious survey and census com- 
mittee shall set up and supervise a religious census for 
the borough (city) of Smithfield each September, or at 
such times as may be desirable. 

Section 7. The library committee shall make lists of 
the best books in religious education and shall also 
secure as many of these books as possible for a com- 


42 CHURCH-SCHOOL LEADERSHIP 


munity library in religious education (housed in a spe- 
cial alcove at the public library.) 

Section 8. The committee on lectures shall make 
provision from time to time for public lectures in re- 
ligious education. 

Section 9. The committee on music, art, and 
pageantry shall provide for religious education music, 
art, and pageantry through community-wide programs, 
exhibits, and festivals. 

Section 10. The finance committee shall provide 
the necessary finances for an adequate program of re- 
ligious education for the borough (city) of Smithfield. 

Section 11. All plans of permanent committees in- 
volving the expenditure of money must have the ap- 
proval of the board. | 


ARTICLE IV—DEBTS 
Section 1. No debt shall be contracted by the board 
unless the money to meet the same is in the hands of 
the treasurer, or is fully assured by pledges believed to 
be reliable. 
ARTICLE V—AMENDMENTS 


Section 1. These by-laws may be amended by a 
two-thirds vote of the members of the board present at 
any regular meeting, provided the proposed change 
shall have been made in writing at a previous meeting. 


THE NEED OF CORRELATION 


One of the chief duties of a church board of religious 
education is to quietly, tactfully bring about a correla- 
tion of agencies, so that they will work together in a 
unified program of religious education for the whole 
church. Thus and only thus can the several age groups 
be most efficiently served. Not the organization, but 


THE HOME, CHURCH AND COMMUNITY 43 


the child, the youth, is the factor of greatest impor- 
tance. Of course, if there could be more correlation of 
“fields and functions” among the “ headquarters 
officiary ” of national organizations which operate units 
in local churches, the churches themselves could soon 
make the devoutly-to-be-wished adjustments. 

Likewise in the community, the pressing need is for 
correlation and closer cooperation. Just plain common 
sense says this day must come in the interest of a wiser, 
more economical organization and administration of 
religious education in the community. Moreand more, 
men of means are giving generously for this work. 
These same benefactors ought unitedly to refuse to 
finance community budgets for religious education un- 
less wasteful, strifeful competition and overlappings be 
stopped. Organizational obsessions must give way to 
the saner, more Christian way of service. 


Il 


THE CHURCH SCHOOL, BETTER AND 
BIGGER 


HE best church schools are organized on a 
sound educational basis. The inferior church 
school, regardless of the size, is one which 

gives no heed to the principles of general and genetic 
psychology and a vital pedagogy. The foundations of 
all good organization and administration, for that mat- 
ter, all teaching and learning processes and all courses 
of study, are in the great laws of human growth and 
development. A pupil-centered organization is quite as 
important as a pupil-centered curriculum. General 
organization and administration must take this into 
account as truly as all divisional, departmental, and 
class organization. Trained church-school leaders in 
small or medium-sized schools can make possible an 
efficient organization. We are thinking just now of a 
large church school that has had as many as four thou- 
sand pupils; it is not an organization at all; it is a mob 
assembly or assembly of mobs. It is one of the most 
inefficient church schools in America. The superin- 
tendent is not a superintendent; he is a slogan around 
which the school for years has rallied. He has had his 
way. ‘There is man power enough in the school to or- 
ganize and operate a great commercial enterprise. Some 
day it may assert itself, bring order out of chaos, and 
have a great school in every sense. The “ Big Ben” 
in the clock tower of the British House of Parliament 
in London may keep no better time than a tiny Swiss 
44 


THE CHURCH SCHOOL A5 


watch on a lady’s wrist. It is the organization of each 
that counts, the proper construction and adjustment of 
all parts, and every part in its place, making good at 
the rate of sixty seconds per minute. Big Bens or 
Little Bens can do no more. 

The chart below gives graphically the scheme for 
church-school organization based on the life periods of 
pupils. The church-school leader should master this 
diagram as he has his alphabet. It is his church-school 
chart and compass. 


THE ORGANIZATION OF THE CHURCH SCHOOL 





Life Periods of Growth 
and Development 


Ages C.S. Dept. |C.S.Divisions P iC veneoty 


Babyhood B.-1, 2, 3 |Cradle Roll Pre-kinder- 







Early |4,5 Beginners Children’s 





Childhood Middle|6, 7, 8 Primary 





Later /|9, 10,11 |Junior 


V—— os FOO | oOo eee ee ST 


Early |12, 13, 14|Intermediate 














Youthhood ian tole 11 igh ; 
idale|15, i 12 
PRA sles ania) 15,)16,; enior Young People 12 Schoo 
pee > - 
Later |18, 19, 20|/Young People 5 College 
2152223 B. 
a 
\eplanedcnndemincainipe|||. tantitemetomcescprtnartinie | | aaeishiewinpampninianenen tse tesinnaaiaette, 3 
IaH i 1 
Early |24-48 Pes Adutt | 3 Professiona 
Mens De ts : 
: omen’s Dept. 
Adulthood Middle|49-60 Parents’ Depts 
————| Home Dept. 
Extension Dept. 
Later |61-D. 








46 CHURCH-SCHOOL LEADERSHIP 


There is no need of taking a paragraph of words to ex- 
plain this chart. As the clever realtor put on his sign, 
advertising a new addition to the city—‘“ A look means 
a lot.” Two looks will mean a block of sense, and a 
long look will visualize the whole school to the obser- 
vant leader. And, too, he sees the relationship of 
church-school age groups to the same age groups in the 
public school, i. e., a six-year-old normally is in the 
first grade in public school and first year primary in 
church school. 


WHEN IS A CHURCH SCHOOL GRADED? 


A church school is graded when it has seven things, 
viz.:—(1) grades, (2) graded organization, (3) graded 
lessons, (4) graded teachers, (5) graded equipment, 
(6) grading superintendent, and (7) graduation. 

Grades. When completely or closely graded, the 
pupils are graded by years, e. g., all six-year-olds are 
in grade one, all seven-year-olds in grade two, and so 
on. Fewer mistakes are made where the public school 
grade is accepted as the church-school basis, especially 
for children under twelve; for those over twelve, better 
not be arbitrary, for the saving of a boy or girl is worth 
more than a technical point in grading. A school may 
be departmentally graded when age groups, as primary, 
junior, etc., form the grading units. Of course, in one 
sense, any school that divisionally separates pupils is 
that far graded, loosely so. Even a very small school 
that has only three classes, one made up of all children 
twelve and under, one of young people about thirteen 
to twenty-four, and another of those above twenty-four 
years would be graded. Actually, there is no such thing 
as an ungraded church school, except where the whole 
school meets as one class. Strictly speaking, however, 


THE CHURCH SCHOOL AT 


in a graded school, pupils are graded by years or by 
departments. 

Graded Organization, The mere separation of pupils 
into classes by ages does not mean that the school is 
graded. These classes must be grouped into depart- 
ments, and the departments into divisions for effective 
organization and administration, through specially 
trained officers and specially prepared programs of in- 
struction and expression. 

Graded Lessons, By graded lessons we mean lesson 
materials and methods prepared for pupils and teachers 
of a particular grade or department, and following a 
well-ordered sequence. 

Graded Teachers. Teachers are graded to fit certain 
classes and groups, and become known as specialists for 
primary, or first year junior, or some other unit. With 
such specialization it is quite possible, granting average 
ability, for a school to grow a capable corps of instruc- 
tors, for in the use year after year of the same mate- 
rials, they, like public school teachers, become expert. 

Graded Equipment, i. e., equipment such as chairs, 
tables, blackboards, charts, pictures, music, etc., suited 
to the several ages and departments. 

Graded Superintendent, or director of grading. This 
officer is of no small importance. He or she thoroughly 
masters the organization chart, is in constant touch with 
all teachers, and departmental principals, and can 
quickly classify new pupils. He is an indispensable 
part of the graded church school. 

Graduation, i. e., regular promotion day with grant- 
ing of certificates or diplomas, or other suitable forms 
of recognition that pupils have met certain grade or de- 
partmental requirements, and are ready to go up higher. 
The best time is the end of September, perhaps on the 


48 CHURCH-SCHOOL LEADERSHIP 


same Sunday as Rally Day, inasmuch as the graded 
lesson year always begins on the first Sunday in Octo- 
ber. 

When is the church school fully graded? When it 
has met these tests. Any school, any size, anywhere 
can be a graded school. We know of a church school 
that started with twenty-eight pupils; within a month, 
and with less than forty pupils, it was a graded school, 
and has been through the years. 


OFFICERS FOR A LARGE SCHOOL 


We consider the officers of a large school first, so that 
a wider division of labor may be planned. Then, for 
the medium size and smaller schools, many of the duties 
can be grouped and assigned to a limited number of offi- 
cers. Large, medium, small, are relative terms. The 
numerical labels for each would vary. As these words 
are written, the writer looks out of his window on snow- 
capped mountains, some of the highest in the Rockies. 
For several summers he vacationed in the Poconos of 
eastern Pennsylvania. The Pennsylvanians call the 
Poconos mountains, and they are, although only a few 
hundred feet high. The word “ mountain” to a resi- 
dent of Colorado means a peak from ten to fifteen 
thousand feet in altitude. —To many church-school lead- 
ers in rural and village communities, a large school is 
one of two hundred pupils, while ‘“ large ” to some con- 
notes a school with an attendance of from one to two 
thousands, or more. For our purposes, suppose we arbi- 
trarily set limits as follows:—small, anywhere under 
two hundred; medium, from two hundred to five hun- 
dred; large, all above five hundred. Asa matter of fact, 
we are told that more than half of the church schools 
in America have an enrollment of less than one hun- 


THE CHURCH SCHOOL 49) 


dred, that probably two-thirds are under two hun- 
dred. 

In this chapter, we merely list these officers. Their 
duties are treated at length in succeeding pages. As to re- 
sponsibility, they may be classified as follows: (1) chief 
administration, (2) divisional and departmental admin- 
istration, (3) secretarial administration, (4)instruction- 
al administration, and (5) expressional administration. 

The chief administrative officers are: (1) pastor, (2) 
director of religious education, and (3) general super- 
intendent. 5 

Divisional administration: (1) supervisor of the 
adult division, (2) supervisor of the young people’s 
division, and (3) supervisor of the children’s division. 
These three divisional supervisors should be, first, sec- 
ond, and third assistants to the general superintendent, 
and in the order named. 

Departmental administration: (1) principal of the 
adult department (same as first one under divisional 
administration), (2) principal of the young people’s 
department, (3) principal of the senior department, 
(4) principal of the intermediate department, (5) prin- 
cipal of the junior department, (6) principal of the pri- 
mary department, (7) principal of the beginners’ de- 
partment, (8) principal of the cradle roll department, 
(9) principal of home or extension department; all of 
these to have such assistants as may seem necessary in 
a large school. 

Secretarial administration: (1) director of records 
(sometimes called ‘“‘secretary’’), (2) director of 
finances (sometimes called “‘ treasurer’), (3) director 
of reading, (sometimes called “librarian ”’), (4) direc- 
tor of publicity, (5) director of physical welfare. In 
large schools, a number of assistants will be needed. 


50 CHURCH-SCHOOL LEADERSHIP 


Instructional administration: (1) director of class 
instruction, (2) director of teacher supervision, (3) 
director of leadership training, (4) director of grading 
or classification. When there is a paid or competent 
voluntary church director of religious education, the 
whole of the instructional administration should be in 
his hands, with such assistants as he may choose. 

Expressional administration: (1) director of wor- 
ship, (2) director of music, (3) director of evangelism, 
(4) director of missions, (5) director of community 
service, (6) director of special day programs, (7) 
director of recreation, (8) director of home coopera- 
tion. These directors will need assistants in extra large 
schools. 


OFFICERS FOR THE MEDIUM SIZE SCHOOL 


Officers of the medium size school of from two hun- 
dred to five hundred enrolled should be: (1) pastor, 
who will serve as director of evangelism and missions, 
and be consulting executive of immediate help to the 
superintendent; (2) the general superintendent, who 
will be the executive leader of the school, and also serve 
as director of publicity and physical welfare; (3-) asso-~ 
ciate superintendent, chosen for his educational, rather 
than executive, ability; he will also serve as director of 
leadership training, class instruction, teacher supervi- 
sion, grading and reading. (In the event that a church 
school of this size can afford a salaried director of re- 
ligious education, or if there is available a voluntary 
director or counsellor of religious education, then he 
should be elected to this place, and the title “ associate ” 
be changed to “ assistant,”’ and one chosen for the as- 
sistant superintendent, who, like the superintendent, 
would major on executive matters, and serve as direc- 


THE CHURCH SCHOOL 51 


tor of special day programs, and home cooperation); 
(4) supervisor of the adult division (or department) 
who would also be director of temperance and com- 
munity service, and have, as need arises, assistants; 
(5) supervisor of the young people’s division, who 
would also have responsibility as director of recreation, 
pageantry, art, and dramatics, with departmental prin- 
cipals and assistants, where needed; (6) supervisor of 
the children’s division, who would be general director 
of cradle roll, beginners, primary and junior activities, 
with such departmental principals as the work might 
demand; (7) director of records, who would look after 
attendance, lesson, and literature supplies; (8) director 
of finance; (9) director of music and worship, with as- 
sistants for orchestral or quartette service. 


OFFICERS FOR THE SMALL SCHOOL 


For schools of an enrollment of two hundred or less, 
the following officers are suggested: (1) pastor, (2) 
superintendent, (3) three assistants who would carry 
major responsibility respectively for adult, young peo- 
ple’s and children’s work of the school, (4) directors 
of records, and finance, (secretary, treasurer), (5) a 
chorister, and (6) an organist. In most schools, ap- 
-proaching the two hundred mark, some departmental 
administration will be needed. When such is the case, 
one of the outstanding teachers within the department 
can be appointed a departmental principal. Where 
these small schools are thoroughly graded and wide 
awake, the several duties officially carried in larger 
schools by regularly elected administrators can be dis- 
tributed by the above officers to assistants that can be 
appointed for the purpose. The curse of many small 
schools is too much machinery. Quite often, leaders in 


52 CHURCH-SCHOOL LEADERSHIP 


these schools go to conventions, attend institutes, or 
read books on administration,—and then at once begin 
to overload the school-ship with too much official cargo. 
Many things can be done by temporary committees of 
two or three members. ‘Too many official dignitaries 
get in each other’s way and often disturb teachers and 
create confusion. 


WHAT IS A STANDARD CHURCH SCHOOL 


The Education Committee of the International Coun- 
cil of Religious Education is at work on a graded sys- 
tem of standards for the many types of schools. Plainly 
enough, the old so-called “ ten point ” standard, while 
a goad to some schools, gives no incentive to others, 
and for several reasons is not now generally operative. 
It may serve yet as a mild stimulant ‘to backward, 
poorly organized schools, but is not a sufficient meas- 
urement of the modern, up-to-date school which has 
already attained. Under this test, a school is standard 
that can meet these ten items: (1) a cradle roll and 
home department, (2) an organized class in both young 
people’s and adult divisions, (3) a teacher training 
class, (4) departmental organization and graded in- 
struction, (5) missionary instruction and offering, (6) 
temperance instruction, (7) definite decision for Christ 
urged, (8) workers’ conference regularly held, (9) full 
denominational requirements, and (10) full associa- 
tion (council) requirements,—(a) report, (b) dele- 
gates, and (c) offering. This standard has been called 
the international standard and as such had for its aim: 
(1) to win every available member of the community 
to the church school, and (2) to win the members of the 
church school to Christ and the church; to instruct and 
train them for intelligent and effective Christian living, 


THE CHURCH SCHOOL 52 


and to enlist them in definite Christian service. These 
are certainly worthy, and essential aims, and should 
stir many schools to bigger and better days. This 
standard also raised the question of the school’s effi- 
ciency being judged by the character of its output. 
These test questions were asked: (1) is the interest of 
the pupils in the school increasing, and does this mani- 
fest itself in an increasing average attendance; (2) is 
their knowledge of the Bible growing; (3) is their de- 
votional life steadily developing, and are they uniting 
with the church; (4) do they show increasing interest 
and efficiency in Christian service; and (5) is the school 
increasing the number of trained workers? These are 
important yardsticks to lay across any church school, 
anywhere. The use of the so-called International 
standards has not been without good results in many 
schools. 

Some religious educators have been thinking of an- 
other type of standard emphasizing four general items: 
(1) learning to live the Christian life, (2) administra- 
tive management of pupils, (3) officer-and-teacher 
leadership, and (4) organization and administration. 

Under the first item, questions are raised as to: (1) 
worship and fellowship, (a) provision for worship, (b) 
spirit of reverence, (c) gradation and training, (d) 
pupil participation, (e) social fellowship, (f) definite 
provision for social and recreational life; (2) personal 
commitment, (a) acceptance of Christ, (b) identifica- 
tion with the church; (3) service, (a) fact and ade- 
quacy of gifts, and personal service, (b) pupil determi- 
nation, (c) variety and worth of service rendered, (d) 
continuity; (4) study, (a) place given to pupils’ own 
problems, (b) sincerity of purpose, (c) cultivation of 
open-mindedness. Under the second item, queries are 


2 


54 CHURCH-SCHOOL LEADERSHIP 


made concerning: (1) discovery, enrollment, and elimi- 
nation or loss of pupils, (a) plan of recruiting, (b) 
knowledge of constituency, (c) records and reports; 
(2) gradation and promotion; (3) regularity and punc- 
tuality of attendance; (4) adequacy of time; (5) pupil 
participation; (6) provision for non-attendance groups. 
Under the third item, the concern is for: (1) spiritual 
experience and purpose; (2) natural ability and at- 
tractiveness; (3) definite training for specific tasks, and 
(4) provision for growth. Under the fourth item, ten 
features are emphasized: (1) department and class 
grouping; (2) program of study (curriculum), grada- 
tion, flexibility and adequacy; (3) supervision; (4) 
participation by all workers; (5) method of appoint- 
ment; (6) building and equipment, (a) space, (b) 
adaptation, (c) equipment, (d) upkeep; (7) support, 
financial and moral; (8) relationship and correlation, 
(a) units of educational program, and (b) relation of 
church and school; (9) participation of pupils in life 
and program of local church; and (10) cooperation 
with other agencies. This is pointing in the right 
direction. As a standard, it would be exceedingly diffi- 
cult to score on all points “ with fairness to all and 
favors to none.” It is offered here as a good index of 
the far-reaching work which is being expected of 
church schools which function today in the light of the 
newer psychology and the newer social emphasis. 


A CHURCH SCHOOL CONSTITUTION 


Every church school, regardless of size, should have 
a constitution and set of by-laws; for the little school, 
very simple, but for the large school, it is necessary to 
have a real definition of functions. Some schools sim- 
plify the matter by the adoption of a book on organiza- 


THE CHURCH SCHOOL 55 


tion and administration, such as this one on church- 
school leadership, as a working manual. Such manual, 
then, with the shorter constitution, can be placed in the 
hands of all new officers. This guarantees guidance of 
the quiet, effective type. As the school grows, and as 
new light breaks in upon the problems of religious edu- 
cation, the manual itself, as well as the constitution, will 
need revisions. Local conditions will necessitate the 
working out de novo of the several items in the constitu- 
tion. No book, however thoroughgoing in its treat- 
ment, and no constitution which is made wholesale 
fashion, can, in every respect, serve the home-grown 
needs of a local field. The skeleton of such a constitu- 
tion is here given to assist boards of religious educa- 
tion or special committees in drafting a fuller detailed 
one. 
Article I. Name. 
Article II. Purpose. 
Article III. Organizational Relationships. 
| Church school and other educational 
: agencies of the church, in close coop- 
eration or correlation with definition of 
field and functions. 
Article IV. Executive Leadership. 
Chief administrative officers and their 
duties. 
Section 1. Pastor. Section 2. Director of religious 
education. Section 3. Superintendent. 
Article V. Divisional and Departmental Leader- 
ship. 
Officers, assistants, and their duties. 
Section 1. Supervisor of the Adult Division, and 
departmental principals with assistants. Section 2. 
Supervisor of the Young People’s Division, and depart- 


56 CHURCH-SCHOOL LEADERSHIP 


° 


mental principals with assistants. Section 3. Super- 
visor of the Children’s Division, and departmental 
principals with assistants. 
Article VI. Secretarial Leadership. 
Officers, assistants, and their duties. 
Section 1. Director of Records. Section 2. Direc- 
tor of Finances. 
Section 3. Director of Reading. Section 4. Direc- 
tor of publicity. 
Section 5. Director of Physical Welfare. 
Article VII. Instructional Leadership. 
Officers, assistants, and their duties. 
Section 1. Director of Grading and Pupil Classifi- 
cation. Section 2. Director of Class-instruction and 
Teacher-supervision, (teachers of all classes). Section 
3. Director of Teacher-Leadership training. 


Nore: As a substitute for above four sections where there is 
a paid or competent voluntary church director of religious edu- 
cation there should be one section defining his duties with respect 
to the four directors here mentioned, who would serve as his 
assistants. 


Article VIII. Expressional Leadership. 
Officers, assistants, and their duties. 

Section 1. Director of Worship. Section 2. Direc- 
tor of Music. Section 3. Director of Evangelism. 
Section 4. Director of Missions. Section 5. Director of 
Community Service. Section 6. Director of Special 
Day Programs. Section 7. Director of Recreation. 
Section 8. Director of Home Cooperation. 

Article IX. Committees. 


Note: No standing committee should be provided for. All 
directors serve as chairmen and, with assistants, form all the 
regular committees necessary. Temporary, short term, go-getter 
committees can be appointed by the superintendent when occa- 
sion demands. 


THE CHURCH SCHOOL 57 


Article X. Finances. 


Notre: The church-school budget should be a part of the regu- 
lar church budget. Giving in church school should be through 
duplex envelopes, and the offerings made as a part of the wor- 
ship service in general or by departments. 


Article XI. Councils. 

Section 1. General school council (Workers’ Con- 
ference). Section 2. Divisional and Departmental 
Councils. 

Article XII. Meetings. 

General church-school sessions, and others. 

Article XIII. By-Laws. 

(Provision for.) 
Article XIV. Amendments. 
(Provision for.) 


IV 


THE SUNDAY SESSION EXPANDED AND 
ENRICHED 


HE coming of the week-day and vacation 
church schools has reacted upon many Sunday 
church schools in the improvement of their 
programs. In communities where week-day schools are 
more difficult to establish, some churches have reasoned 
rightly that their children, young people, and adults 
should have the largest possible provision for religious 
education on Sundays. In many other communities 
where week-day schools are operated, more and better 
Sunday instruction not only is possible, but highly de- 
sirable. Instead of a combined, contracted session of 
church-and-school which seemed to be the vogue a few 
years ago in some sections, many churches, catching 
the bigger vision of religious education, now are insist- 
ing on a Sunday session expanded and enriched. 
As far as we know, the outstanding example of such 
‘ an enterprise is that at the Lake Avenue Baptist 
Church, Rochester, N. Y. More than five successful 
years prove the value of this type of religious educa- 
tion. Through the kindness of the pastor, Dr. A. W. 
Beaven, we have had access to the school in making a 
thorough study of the plan and present it here in mere 
outline, in the hope that instead of dozens of churches 
now using this plan, there may be hundreds. With 


slight modification to meet peculiar local circumstances, 
58 


THE SUNDAY SESSION 59 


it can be successfully operated in rural and village 
churches. The idea is spreading. 


THE PLAN DESCRIBED 


Parents and children are led to realize that the 
Bible school session starts at 10:30 o’clock, the hour 
of beginning the church service, and that the Bible 
school, at least, so far as the worship period is con- 
cerned, is an integral part of the church. 

The three periods of the Bible school are as follows: 

The first period, 10:30 a. M. to 11:15 a. M., Worship. 
The definite objectives of this hour are to instruct the 
child in the method and to impress him with the value 
of public worship. The period lasts for forty-five 
minutes. The children come with their parents and sit 
with them in the auditorium until the 11:15 period, 
when the children fourteen years of age and under go 
to their departments, (beginners, primary, junior, and 
junior high). 

The service is somewhat readjusted to suit their 
needs. The Scriptures which they have learned in the 
study hours are often used as responsive readings. The 
hymns which they have memorized are often used as 
their recessional hymn. The pastor’s prayer does not 
forget the children. In every way their presence is 
recognized. The pastor’s talk to the children about 
seven minutes in length, varies to cover various fields. 
A series of two or three talks have been given on the 
method of worship, how those present can cooperate; 
use of the hymn book; the attitude of prayer. This 
instruction is as valuable to adults as to children. 

This period is used at other times to appeal to the 
parents, through the children, for cooperation in help- 
ing the children with their religious instruction. For 


60 CHURCH-SCHOOL LEADERSHIP 


instance, a certain section of Scripture is designated on 
the calendar with the statement that next Sunday the 
pastor will tell some story taken from that part of 
Scripture, without mentioning the Bible names, asking 
the children to get their parents to help them get 
acquainted with the stories prior to the next Sunday 
and be able to fill in the name of the people involved. 

The instruction given at this time is definitely cor- 
related with the instruction the children are to receive 
in their study hours. 

The children’s recessional is the most interesting part 
of the service to the children, as well as to the adults. 
The singing of the recessional hymn with the chorus 
coming from the choir loft is very impressive. When 
they reach the front of the church, the leader begins 
the processional at the rear in the center aisle, coming 
down to the front and following the chorus out one of 
the side aisles. The children in the side aisles have 
previously gone to the back of the church and fallen in 
line, coming down the center aisle. Thus, all the chil- 
dren pass down in front of the pulpit. They often carry 
the leaflet with the hymn on it, singing as they go. The 
impression upon the adults is one of the most valuable 
features of the morning worship. The processional is 
dignified and genuinely worshipful. 

The result of this worship period is to place at the 
disposal of all the children the best equipment of room 
—music—leadership and all other elements of environ- 
ment which the church has at its disposal for creating 
the worship mood, instead of reserving these things for 
the adults and letting the children get their worship 
impressions, as is so often the case, with secondary 
equipment and leadership. 


THE SUNDAY SESSION 61 


The second period, 11:15 A, M. to 12 M., first study 
hour. ‘The various groups, each including several 
classes, now meet in their respective departmental 
rooms, and for forty-five minutes receive instruction 
together. 

The third period, 12:10 P. m. to 1:00 P. M., second 
study hour. After a brief period of relaxation, each 
group divides into several classes, which retire to small 
rooms and, with their respective teachers, take up the 
study of the lesson. ‘The teachers meet each Wednes- 
_ day night by departments to study the lesson for the 
\ following Sunday. 


THE PLAN FURTHER EXPLAINED 

The plan provides for three terms of thirteen weeks 
each, and for a summer session. Careful records are 
kept. Report cards, indicating type of work done, 
regularity of attendance and deportment are sent to the 
parents for their signature. In the upper grades, note- 
book work is expected. 

There is a three-year’s cycle of courses for the pri- 
mary school (ages 6, 7, 8), the grammar school (ages 
9, 10, 11), and the junior high school (ages 12, 13, 14). 
This scheme of rotation has the decided advantage of 
engaging all the pupils of any group in simultaneous 
study while covering in the three years a very coordi- 
nated course of study. 

We may illustrate the plan by describing the work of 
the junior high department. This corresponds to 
grades seven and eight and nine or first year high 
school, and covers, usually, the ages twelve to fourteen. 
In the course of his three years’ sojourn in this depart- 
ment, the student covers the following courses during 


62 CHURCH-SCHOOL LEADERSHIP 


the first study period: Hebrew History, History of the 
Primitive Church, History of Christianity, the Bible 
as Literature and a course in, ‘Why Do We Believe 
in God?” During the first term of the second study 
period he studies ‘“‘ Christian Life and Conduct,” “ Life 
of Jesus,” “Life of Paul.’ During the second term 
of this period, the entire group meets the pastor week 
after week, and is given a course on the essential prin- 
ciples leading to Christian decision and church mem- 
bership. The third term is devoted to a discussion of 
the practical moral problems of the children with the 
end in view of developing strength of resistance to the 
temptations which the survey has shown to be so preva- 
lent during these ages. The group is divided into two 
sections; one for boys and one for girls. An expert 
in the subject considered teaches each section. 

By this plan, the pupil of fourteen, graduating to 
the senior high school department has come into pos- 
session of a vast body of essential religious data and 
has acquired a point of view which will continue his 
interest in and connection with the Sunday school. He 
joins the ‘‘ Older Boys’ Class” or the ‘‘ Older Girls’ 
Class ” and engages in further study of Christianity. 


THE PASTOR’S STATEMENT 


These personal words from the pastor bear testi- 
mony to the plan: ‘I suppose you know that we do 
not look upon it as a substitute for week-day work. 
We have had week-day work now for the last four 
years, but are even more convinced that our experi- 
ment of the three period session is sound pedagogic- 
ally and spiritually and can commend it without ques- 
tion. It has been taken up, and is being adopted by 


THE SUNDAY SESSION 63 


churches over the country, both in city and rural sec- 
tions. In the five years our Bible school attendance 
has practically doubled and the quality of our instruc- 
tion has greatly increased. We have installed a School 
of Religion, offering a three year course, two terms 
each year and one or two courses each term. The first 
two terms, running through last year, we had some- 
thing like one hundred people who took the two terms 
work. It is from this group that we are recruiting a 
good number of our instructors. 

“The attempt to do this work on a more worthy 
basis has put a higher standard all through the school 
today. Our question of deportment has been very 
nearly solved and our general management has in- 
creased in efficiency. The usual slam on the Bible 
school work is to compare it with the day school. We 
had a school principal come the other day, who, after 
visiting the school, said we could give a number of im- 
portant pointers to some public schools. 

“T utilize my five minute talk at the worship period 
to the children to appeal directly and indirectly for 
parent cooperation and home cooperation in our re- 
ligious program. 

_ “QOur memory requirements constitute one phase of 
our passing standard, and I have inaugurated in our 
grammar school and junior high departments a sort of 
spelling down contest. I have-given out to each de- 
partment sets of fifty questions. I gave them out when 
the term started, the first of October. Along in the 
Christmas holidays I am going to have a meeting of 
the children, with their parents, at a party. One phase 
of the party will be a sort of spelling down contest, 
using these questions as the basis of the contest. I 
am putting it up to the children to find the answers to 


64 CHURCH-SCHOOL LEADERSHIP 


the questions, through their parents. This requires a 
good deal of active cooperation on the part of the 
parent. 

“ Another by-product that has been exceedingly 
valuable has been the ease with which I have been able 
to instruct the adults of my congregation on the tech- 
nique of worship, by doing it indirectly in my instruc- 
tion to the children. In other words, it is not so easy 
to say to a group of adults that they should close their 
eyes when prayer is being offered, not to read the 
church calendar when the Scripture lesson is being 
read, or to censure them for not singing in the social 
worship of the church, but it can be gotten to them 
with perfect ease in a series of instructive talks to 
children in their presence, because the children are not 
supposed to know these things, and take instructions 
along that line as a matter of course. I have even been 
able to pass some very sound advice to my trustees, 
deacons, and ushers and other officers of the church, 
through this indirect method.” 


ADVANTAGES OF THIS THREE-PERIOD-SESSION 

We can heartily commend this expanded and en- 
riched Sunday program of religious education, and here 
briefly state what seems to us to be the advantages: 

Increases Sunday time for religious instruction, with 
two study periods, one forty-five, and one fifty minutes, 
in addition to the forty-five minute worship period, 
which is both for instruction and expression. 

Dignifies work of religious education as compared 
with day or public school education. 

Does not demand public school time of pupils. 

Avoids clash with public school officials,—board of 


THE SUNDAY SESSION 65 


education, superintendent and supervisors, and 
teachers. 

Prevents criticism of taxpayers who are Jews, 
Catholics and infidels. 

Takes advantage of the day already set apart for 
public expression of religious life. 

Economizes time and strength (and money) of 
children, young people, and adults, of pupils, teachers, 
and parents—of all concerned. In winter months, 
saves fuel and service. 

Increases enrollment, attendance, and interest. 

Enhances school democracy,—no cliques between 
Sunday and week-day pupils. 

Gives pastor more vital contacts with children and 
youth of the church. 

Opens new homes to pastoral calls and influence, 
thus cementing ties of home and church. 

Puts objective, enthusiasm and victory into the pul- 
pit ministry. 

Gives best opportunity for quiet, sensible, construc- 
tive and continuous evangelistic campaigns and pre- 
Easter emphasis. 

Affords better preparation for church membership. 

Enhances church loyalty esprit de corps. 

Grows an intelligent, trained church membership. 

Enlists the hearty and constant cooperation of 
parents. 

Permits a family as a whole to participate with 
pleasure and profit in the Sunday life of the church. 

Leads to more and better religious education in the 
home. 

Creates a demand for trained executives, pastor, gen- 
eral superintendent, officers, and departmental prin- 
cipals. 


66 CHURCH-SCHOOL LEADERSHIP 


Demands more teachers, better trained and super- 
vised. 

Permits better classification and grading of pupils. 

Makes necessary a more adequate building and 
graded educational equipment. 

Demands best graded courses. 

Affords time and incentive for more thorough in- 
struction. 

Makes possible a higher grade of worship under 
trained leadership. 

Demonstrates the feasibility and success of the cor- 
relation of unified religious education programs for age 
groups, with proper distribution of emphasis on instruc- 
tion and expression through conduct, worship, and ser- 
vice activities. 

Puts responsibility, moral and financial, upon the 
church as a whole, for the spiritual welfare of its child- 
ren and youth. 

During the first period, that of worship, for the adult 
members of the church to see children, their own and 
others, marching in front of the pulpit puts upon their 
hearts an unforgettable obligation and opportunity. 


V 


THE WEEK-DAY AND THE VACATION 
CHURCH SCHOOLS 


OR a long time, it has been evident that the 
kK short session of a Sunday school, good as it 
may be, is only nibbling at the edges of the 
church’s great religious education duty to its children 
and young people. The Sunday session enlarged and 
enriched, as in the Lake Avenue plan, is a wise move 
in the right direction. For many churches that may 
be the first step. For others, the first step beyond the 
ordinary Sunday session is the establishment of a vaca- 
tion church school or a week-day church school. Brief 
consideration is given here to these newer agencies in 
religious education. 


THE WEEK-DAY CHURCH SCHOOL 


For more than fifteen years there have been isolated 
experiments in week-day religious education. Such in- 
struction now usually is offered in what is properly 
called the week-day church school. In all probability, 
this past year there were more than a thousand such 
schools conducted in some thirty-five states. These 
may be found in the open country, in villages, small 


towns, and large cities. 
67 


6S CHURCH-SCHOOL LEADERSHIP 


The successfully operated week-day church school 
proves beyond doubt that more systematic religious 
education is possible. It is not necessary here to 
urge the need of more such schools. Recalling the 
objective in the first chapter, and knowing the changed 
lives of boys and girls in many communities, the only 
question is when to begin and how. 

Types of Schools. There are four kinds of schools, 
as to control: (1) individual church type where one 
church plans and operates its own week-day school 
as it does the Sunday church school for its own chil- 
dren; (2) the individual church-operated-and-con- 
trolled school, but in which the community partici- 
pates; (3) the church-cooperating type where several 
churches actually through their chosen representatives 
set up and operate a school; in a way this is a com- 
munity school, but there is another; (4) the commu- 
nity school, conducted not by a church, or even by a 
number of churches cooperating, but by a community 
board, made up of interested individuals. Often in 
large cities all four types will be running at the same 
time. 

How to Start. Having decided on a beginning, the 
steps to be taken depend somewhat on the type of 
school. If either type one or two is to be established, 
the local church board of religious education will have 
charge and do all publicity work, and plan for the or- 
ganization and administration, the securing of parental 
interest, the selection of curriculum, teachers, equip- 
ment, and arrangement of all schedules. Where there 
is no church board of religious education, but where 
some interested individual has week-day religious edu- 
cation on his heart, he can present the matter to the 
church school or church and get the appointment of a_ 


WEEK-DAY AND VACATION SCHOOLS 69 


committee which will function as a board. If type 
three is chosen, the following steps may be taken: (1) 
the calling together of pastors, church-school superin- 
tendents, and others interested or likely to be inter- 
ested, and a careful consideration of the value of such 
a school; (2) the setting up of a church council of 
religious education consisting of representatives of 
each church concerned; (3) the election of a board of 
religious education to serve as the council’s executive 
committee; (4) delegating to this board the whole 
matter of publicity, of locating school, enlisting paren- 
tal support, electing a dean and faculty, arranging 
courses and hours, providing equipment, and raising 
and administering the necessary finances, and the 
securing of public school cooperation where public 
school time is to be used. If type four is to be pro- 
vided the interested individuals get together and ar- 
range to call a meeting of all public-spirited citizens 
vitally concerned for the religious education of the 
community’s childhood and youth, and at such time 
effect an organization of a community council of re- 
ligious education which, in turn, elects a board of re- 
ligious education to actually function for the council. 
On this board will be the ablest religious education 
specialists and benefactors of the entire community, 
chosen irrespective of their church affiliations. To this 
board will be committed such duties as are named 
above. Even in villages capable workers in small 
church schools, with a big vision for better things for 
the children, can carry on week-day classes, limited in 
scope, and it may be equipment, but nevertheless 
freighted with great possibilities. 

In connection with the starting of week-day church 
schools where children are to be taught during present 


70 CHURCH-SCHOOL LEADERSHIP 


public school hours, at the very beginning, before any 
public meetings of any kind are held, those vitally in- 
terested should secure the good will of the board of 
education through the general superintendent of 
schools and all together work the thing through. Pub- 
lic school officers and teachers know full well the need 
of specific moral and religious teaching to supplement 
their own important service to the child. They know, 
too, that they cannot teach religion as such in the 
schoolroom. They also know that their own educa- 
tional task, especially in discipline, will be easier if 
the accepted ethical virtues be surrounded and moti- 
vated by high religious ideals. 

Clear Objectives Needed. If those concerned with 
putting on week-day church schools would clearly set 
before parents especially, and all others, just what 
can be done through the schools, there will be fuller 
cooperation. In one city the circular that went to 
parents and public school folks states the objectives as 
follows: (1) that the primary aim and purpose of 
the week-day school of religion is the development of 
character; (2) that Christian ideals will be so pre- 
sented that conduct will come to be religiously moti- 
vated; (3) that strict discipline will be maintained, 
and promptness and regularity of attendance shall be 
considered as essential as they are in the public school. 

Educational Standards. It is imperative that in all 
week-day church schools high educational standards 
should be maintained—curriculum, teachers, equip- 
ment, organization, and administration. In a few com- 
munities known to the writer, a spasm of interest 
aroused certain authorities to “put on” week-day 
schools without counting the educational cost. Both 
parents and public school friends, at first so enthusi- 


WEEK-DAY AND VACATION SCHOOLS 71 


astic, are now disappointed, and in some cases hostile. 
Both had a right to demand of the promoters a sane 
educational procedure The courses used and the 
teachers using them must be standard educationally. 
In fairness to parents who permit their children to be 
dismissed from public schools, church-school boards 
and committees must plan for more than mere occupa- 
tional or recreational stunts, and these often by un- 
trained helpers. It is likewise unfair to the children 
to be assembled in an ungraded “class” and 
“preached to” by some good-intentioned but ineffi- 
cient man or woman. ‘The magic of numbers or of 
popular sentiment does not eliminate the use of real 
educational technique. [If religious education is any- 
thing worth while at all, it is sheer nonsense to pietis- 
tically peddle platitudes and call it education. Every 
educational virtue known to the three “ R’s ” should 
be sublimated in the service of the fourth “R.” Be- 
cause of this emphasis, let no one accuse the writer of 
minimizing the spiritual, for he does not. The teach- 
ers employed, the whole atmosphere of the school 
should radiate the Christian spirit, for after all the 
fellowship there means more than text-books and tech- 
nique. Teachers and pupils should, in reality, live 
together the Christian way. 

Where Get Teachers? ‘Teachers now at work in 
week-day church schools may be classified as: (1) 
salaried teachers giving full time; (2) part time sala- 
_ ried; and (3) part time volunteer. In class one are 
those trained in professional schools of religious edu- 
cation; their number is increasing. Of those who are 
paid for part time, public school teachers and ex- 
public school teachers furnish acceptable service. 
Many communities are blessed with such help. Pas- 


"2 CHURCH-SCHOOL LEADERSHIP 


tors’ assistants, church directors of religious education, 
workers in Young Men’s Christian Associations and 
Young Women’s Christian Associations, social settle- 
ments, graduate students in departments of education 
in universities, students in professional schools of re- 
ligious education, and regular Sunday teachers are par- 
ticipating in week-day religious instruction for a nomi- 
nal remuneration. There is also a large group of those 
who give time and energy to this cause. Many pas- 
tors of educational outlook teach or supervise. The 
matter of chief concern is not who they are, but that 
they be thoroughly trained for this great work. No 
one thing will make failure inevitable more than an 
inefficient faculty. 

Curriculum Important. Educationally trained and 
spiritually minded leaders are necessary, but con- 
siderable significance attaches to a well chosen cur- 
riculum; and by this is meant far more than a series 
of text-books. The whole program of instruction and 
expression through worship, recreation, and service 
must be high grade. The Bible should be central. A 
word of warning is needed to those who are recently 
carried off their feet by the emphasis on projects. In 
swinging away from the old, more mechanical uses of 
Bible verses, there is danger of going so far that the 
Biblical material will either be ignored entirely, or 
used simply as an accommodation. Not unlike some 
ministers who in their sermons use the Bible as a sta- 
tion from which they depart rather than a country 
through which they travel. The teaching material 
should be rich in vital functioning Christian truth in 
and out of the Bible. The Bible should be used as a 
living message and not a mere mine from which to dig _ 
memory verses. Fortunately, worship, service, and 


WEEK-DAY AND VACATION SCHOOLS ‘3 


recreational features of the curriculum are now avail- 
able whose chief end is Christian character and Chris- 
tian conduct. The best curriculum makes the school 
not a school of educational routine but a free and full 
sharing of life and the valuable experiences of the race. 
Does the Bible live in teachers and pupils as the Word 
of God to be translated into the dialects of individual 
and social righteousness, right relations with God and 
man? ‘That is the test of an effective curriculum. 

Concerning Teaching Methods. Methods as well as 
materials must be given careful consideration. Ac- 
cepted methods used in the best Sunday church schools 
and public schools should be insisted upon. There will 
be more freedom to experiment, nevertheless “ ven- 
tures ” should be carefully thought through. After 
all, a method is more than an intellectual device to get 
“knowledge across.” Week-day schools are especially 
adapted to working out certain types of projects 
where teacher and pupils share for a given time a real, 
purposive character-making enterprise. Books on 
projects are commended to workers in week-day 
schools. A well balanced school program will make 
possible with different age groups during a school year, 
a number of important projects which, if conscien- 
tiously put through, will be of far-reaching character 
value to the pupils. Certain teachers also will find new 
zest in teaching and will enter into the joy of the 
learning fellowship. 

A Question of Relations. Where an_ individual 
church plans its own week-day school, there is no rea- 
son why it may not be correlated with all the educa- 
tional work of the church as an integral part of the 
church’s school. ‘That is the chief reason why all the 


74 CHURCH-SCHOOL LEADERSHIP 


educational work of the church should be under one 
board of control, thus making possible a unified, com- 
prehensive program, serving the largest number at 
smallest cost, avoiding duplication and friction. The 
vacation church school, for this same reason, should 
not set up an independent, unrelated educational 
scheme. Where the school is a denominational, coop- 
erative, or strictly community plan, it is all the more 
necessary that relations be worked out satisfactorily 
to both the public schools and the church-school pro- | 
grams of the community. 

Present Status. A few statements summarily given 
may be of interest. Most of the teachers are volun- 
teers or are on part time salaries. Well-paid supervis- 
ors are in demand. There is a diversity of courses 
offered with some little headway toward a generally 
accepted curriculum. <A nation wide committee of 
thoroughly competent religious educators is at work 
on this exceedingly important matter. Most week-day 
schools are now connected with local churches. A few 
meet in special community buildings. Some conduct 
their programs in public school buildings, but a vast 
majority feel it is unwise. Public school released-time 
is granted in most places where week-day church 
schools are operated. The school year about parallels 
the public school year. One hour a week is the usual 
amount of time used. Some week-day church schools 
get public school credit for pupils; many are getting 
wiser and not even asking for it. The school grades 
served oftenest are the third, fourth, fifth, and sixth, 
with exceptionally fine work here and there for pupils 
of the seventh and eighth grades. Both attendance 
and discipline are better in the week-day church 


WEEK-DAY AND VACATION SCHOOLS 5 


schools than in the corresponding Sunday sessions of 
the church school. There are communities where the 
total enrollment in week-day schools exceeds the Sun- 
day enrollment. Where the matter is wisely planned, 
especially in the smaller cities, Catholics and Jews 
enter heartily into the scheme, generously taking care 
of their own children. Week-day church schools are 
rapidly increasing in number and efficiency. A pro- 
motional and operating literature is available. 

Guaranteeing Success. If week-day church schools 
are to be permanently efficient as agencies in the re- 
ligious education of American childhood and youth, it 
is well to keep in mind the following facts: (1) the 
separation of church and state as a fundamental con- 
cept must be kept as a sacred heritage; (2) widest 
publicity must be given to the idea in order to get 
general good will and moral support; (3) a persistent 
education of the people to the value of week-day 
church schools must be planned for; (4) teachers 
must be trained and in every way compare favorably 
with the public school teachers of the same grades; 
(5) an efficient corps of supervisors must be put in 
charge; (6) it is far better to take ample time to begin 
on a small scale, well organized, than to flare up big 
and soon flicker out; (7) the cooperation and friendli- 
ness of public school officials are absolutely necessary; 
(8) the unity of the educative process must at every 
step be manifest in the school’s dealings with the child; 
(9) there must be a democracy in the demand for and 
in the control of week-day schools: (10) week-day 
_ church schools must be financed on a plane commen- 
surate with the high significance of reHgious education 
in the creating of a Christian citizenship. | 


76 CHURCH-SCHOOL LEADERSHIP 


THE VACATION CHURCH SCHOOL 





Starting in lower New York City as a missionary 
enterprise to neglected children, the vacation school 
idea has grown rapidly throughout North America and 
more recently to the ends of the earth. This summer 
salvaging of child life in congested sections of large 
cities at once appealed to the common sense, sympa- 
thy, and “ financial feeling ” of Christian people. Not 
only did it render valuable help to the neglected chil- 
dren, but it gave scores of college and seminary young 
people their first real joy in service for others. Many 
a successful minister of the gospel and many a mis- 
sionary at home and abroad is grateful for these won- 
derful summers,—for the experience which gave them 
the outward humanitarian urge that will not even now 
be satisfied with mere performance of routine profes- 
sional duties. ‘The writer was chosen as the first na- 
tional superintendent of this work for his own denomi- 
nation. He is this minute thinking of a high grade 
college boy whom he engaged to supervise daily vaca- 
tion Bible schools in a far western city, who today is 
making good as the pastor of a large church in an east- 
ern city. 

As the movement grew and spread, churches in rural 
communities, villages, and small cities began to see the 
summer harvests in the field of child life which should 
be gathered for Christ and His church. Great denomi- 
national boards saw in the idea at first mainly the mis- 
sionary opportunity to serve the children of new 
Americans. Later on, the vacation school came to be 
recognized as a religious education agency of marvel- 


WEEK-DAY AND VACATION SCHOOLS 77 


ous potentialities. Leaders have come to feel that 
what was good for the so-called bad child was not bad 
for the so-called good child. They now see that the 
public school vacation season is a fruitful time to 
bring idle children, idle college and seminary students, 
and idle church buildings into a free, joyous charac- 
ter-growing combination of immeasurable conse- 
quences. Churches realizing that the meagre time 
given in the Sunday or church school is only the a, b, c, 
of what ought to be done in the religious education of 
children have been organizing vacation church 
schools as a definite part of their educational pro- 
grams. ‘There are now literally thousands of vacation 
church schools. In practically every urban com- 
munity may be found at least one school; in some, 
dozens are in full swing every summer. Thousands of 
rural neighborhoods also are reaping the beneficent 
results of this fascinating work. Foreign missionaries 
use this instrument effectively in reaching children 
among all the nations. The International Daily Vacation 
Bible School Association has efficiently promoted 
these schools. Now as an operating department of the 
International Council of Religious Education, it con- 
tinues its ever increasingly useful service in North 
America and, cooperating with the World’s Sunday 
School Association, its help encircles the globe. 

What is a Vacation Church School? It is a school 
of religion conducted by a church or other religious 
group during three to six weeks of the summer vaca- 
tion time with sessions usually five days a week and 
for two and one-half to three hours each morning. 
There are courses of study, periods of worship, pro- 
grams for recreation, and service activities. There are 
teachers who instruct through stories, handwork, and 


78 CHURCH-SCHOOL LEADERSHIP 


interesting projects; hymns and Bible verses are mem- 
orized. Missionary, patriotic, and Biblical incidents 
are dramatized. Habit talks are given. It is indeed 
a school with school equipment, discipline, with at- 
tendance records kept, opening and closing services 
observed. In the beginning, all of these schools were 
called daily vacation Bible schools. The Bible was 
the chief text-book then and should be now. In recent 
times as individual churches have incorporated the 
idea in their educational plans, the schools have come 
to be called, and rightly so, vacation church schools. 
The church of today which unifies its whole educational 
work under one organization called the church school 
can easily claim larger funds for its great work when 
people get the idea of a Sunday church school, a week- 
day church school, and a vacation church school, or 
when they see the bigness of the idea of a church 
school with its Sunday, week-day, and vacation ses- 
sions. 

Types of Vacation Schools. There are four kinds 
and they are classified as far as control is concerned 
the same as week-day church schools, viz.: (1) indi- 
vidual church for its own children; (2) individual 
church for whole community; (3) several churches 
cooperating; (4) purely community school conducted 
by interested individuals. 

How to Start. The reader is referred to the cor- 
responding section on a previous page concerning the 
starting of week-day schools. The way to start is to 
start. Many a vacation school owes its beginning to 
one consecrated, well-informed Christian woman who 
nucleated friends, funds, faculty, and children. There 
is scarcely a small frontier church school anywhere 
that could not operate a vacation church school for at 


WEEK-DAY AND VACATION SCHOOLS 79 


least two weeks, provided there is one prophet in the 
midst willing to go ahead. The American Sunday 
School Union, the International Daily Vacation Bible 
School Association, the International Council of Re- 
ligious Education, the vacation school departments of 
denominational boards—all have directors or commit- 
tees glad to send literature. In the case of a school in 
a mission field, established to meet a real need, where 
childhood is neglected, there are certain funds avail- 
able. It may be truthfully said that the deaf ear will 
not be turned to anybody who can present a genuine 
case of dire need. 

Organization and Administration. ‘This will depend 
on the type of school. The general control may be a 
simple matter of a special committee, or it may be a 
definite provision in a well-constructed religious edu- 
cation policy of a church which has a board of re- 
ligious education functioning in all such matters. 
There will be needed in the smallest ungraded school, 
where help is scarce, at least five workers: (1) a 
superintendent; (2) teacher of Bible; (3) a teacher 
of music; (4) a director of recreation; and (5) a 
keeper of records. Large schools should be graded. In 
such schools the official force should consist of: (1) a 
superintendent who serves as a general executive; (2) 
an associate superintendent who serves as dean of the 
faculty; (3) principal of the kindergarten department; 
(4) principal of the primary department; (5) principal 
of the junior department; (6) principal of the junior 
high school department, if such is needed; (7) direc- 
tor of worship and music; (8) director of handwork; 
(9) director of records and publicity; (10) director 
of finance, supplies and equipment; (11) director of 
recreation; (12) director of community service and 


SO CHURCH-SCHOOL LEADERSHIP 


missions. In a large school, these officers will need 
assistants, such as pianists, secretaries, and others. 

Teachers. In addition to the principals of the de- 
partments above mentioned, a corps of teachers, suited 
to the grades within the departments, will be needed. 
Teacher-sources are: (1) college and seminary men 
and women available for the summer period; (2) pub- 
lic school teachers in actual service; (3) ex-public 
school teachers; (4) the best of the teachers from the 
Sunday church school; (5) other capable people who 
are willing to serve in this special type of school. 
Teachers’ salaries vary. In many schools the general 
superintendent is a paid worker and all others are vol- 
unteer. College students usually get some remunera- 
tion. Sometimes where teachers serve gratuitously, 
the directors or supervisors are paid, such as directors 
of music, handwork, recreation. Older, mature high 
school girls often make excellent helpers. There is an 
advantage even in a small remuneration, on a sort of 
“ fifty-fifty ’’ basis, because of the discipline possible. 
Administration is made easier. On the other hand, a 
high grade, well paid superintendent often has such a 
personality and such unusual ability as to make posi- 
tions in the vacation school eagerly sought after on the 
part of young prospective professional teachers in pub- 
lic schools or week-day schools of religion. Training, 
All teachers should be trained for this special work, an 
institute being held for at least five sessions with defi- 
nite detailed instruction being given. Literature and 
courses are now within easy reach. Often cooperative 
training schools are possible. When these are con- 
ducted on a large scale, educational specialists can be 
enlisted as instructors. 

Curriculum. This likewise varies from the sittstadl 


_—— 


WEEK-DAY AND VACATION SCHOOLS 81 


programs of Bible stories, hymn teaching, handwork, 
missionary or patriotic stories, habit talks, free play, 
and other exercises in the small one room, ungraded 
school, to the full graded courses of the departmental 
school with well trained teachers and supervisors. 
Many courses have been published and samples of 
literature can be secured from inter-denominational 
societies and denominational boards. Offices of 
county, city, and state councils of religious education 
will give information. Text-books can now be secured 
some of the best being available in paper bindings. 
Every feature of the well organized curriculum has its 
own literature. Splendid helps on story telling, wor- 
ship, dramatization, recreation, handwork, and other 
projects can be secured. There are independent, un- 
related courses, and there are courses correlated with 
the closely graded or departmentally graded series of 
lessons for the Sunday church school. This warning 
is needed. All local committees responsible for provid- 
ing a curriculum should get expert help from all 
sources far in advance and then fit courses and pro- 
grams to local needs. 

The Daily Program. Depends on the school itself. 
Each school should adopt its own. Helps in planning 
same can be secured. The following, without com- 
ment in detail, is offered as feasible in the average 
school: | 

Officers and Teachers Morning Conference for 
discussion of plans and for prayer, twenty to 
thirty minutes. (All together in small school; 
by departments in large graded school.) 

Worship Period about fifteen minutes. 

(General in small, ungraded school; by depart- 
ments in large school. Where worship is by 


82 CHURCH-SCHOOL LEADERSHIP 


departments, a ten-minute assembly period of 
all departments is desirable for school an- 
nouncements. Offerings where such are planned 
for.) 

Memory Drills Period about ten minutes. 
(General or departmental.) 

Music Period, about fifteen minutes. 

(General or departmental.) 

Relaxation Period, about seven to ten minutes. 
(Free play or rest.) 

Bible Instruction Period, from twenty-five to 

thirty-five minutes. 
Teaching of Bible through stories, talks, dra- 
matics, pantomime. Even in small schools, be- 
ginners should be separated from others. Best 
instruction is possible only where departments 
and classes have separate rooms and special 
direction. 

Expression Period, from forty to fifty minutes. 
This time should be used for pupil participation 
in directed dramatics, recreation, handwork, 
and service projects. 

Closing Assembly Period, about fifteen minutes. 
Desirable in all schools for all pupils, except 
kindergarten, which should be dismissed earlier 
where there are parents or older children to ac- 
company them home. Inspirational, habit, or 
other snappy talks or stories. Patriotic ser- 
vice, flag salute, etc. 

Advantages. Some advantages of a vacation 
church school are: (1) conservation of child life; (2) 
more time for Bible study, as many hours as in a 
Sunday church school for a whole year; (3) use of 
church buildings otherwise not used; (4) the chan- 


WEEK-DAY AND VACATION SCHOOLS 83 


nelling of the service abilities and longings of mature 
young people at a time when they welcome leadership 
experience of this sort; (5) a freer educational ap- 
proach through recreation; (6) possibilities of a daily 
program in religious education, constructive, accumu- 
lative; (7) closer, more continuous fellowships of 
teachers and pupils; (8) vital interest of more parents 
secured; (9) wider community publicity and, there- 
fore, a more intelligent interest in all religious educa- 
tion awakened; (10) an experiment station for de- 
veloping better teaching methods to be used in Sunday 
and week-day church schools; (11) through picnics, 
outings, entertainments, the social life enriched makes 
possible more hearty pupil participation in regular 
class work; (12) easier to get finances for vacation 
church schools than for any other educational agency 
of the church. 


Ass 
aan 





If 
EXECUTIVE LEADERSHIP 


Ti 
View 
‘ 





VI 
THE PASTOR’S LEADERSHIP 


HE three administrative officers of the church 

school are: the pastor, the director of religious 
education, and the superintendent. This tri- 
umvirate working together intelligently, sympathetic- 
ally, cooperatively can make any church school go and 
grow. Their respective responsibilities depend some- 
what upon the size of the church school and its strength. 
Either a constitution for the church school, or some 
other “‘ working paper” should clearly set forth their 
division of labor so that there may be no overlapping, 
competition, or negligence in the discharge of duties. 
If there is no constitution, the best way for such mat- 
ters to be decided is for the three to get their heads 
together and agree on the whole work of the whole 
church school, specifically outlining every detail of its 
task, then, under the direction of the board of religious 
education, if such there be, all administrative details 
should be definitely assigned so that no phase of the 
work will be omitted. Manifestly, each will have 
duties in his list that he cannot and should not person- 
ally perform, but which the school will hold him to 
account for. This will be the test of his organizing and 
administrative ability. It is no small project in itself 
to thoroughly survey and tabulate the whole task of the 
whole school, and this may require weeks or even 
months, but it is the one essential thing for efficient 


executive leadership. 
87 


88 CHURCH-SCHOOL LEADERSHIP 


Generally considered, the pastor functions chiefly as 
the spiritual head, the inspirer and encourager of all; 
the director of religious education as the educational 
leader; and the superintendent as the platform and 
executive administrator. 


THE PASTOR’S OPPORTUNITY AND OBLIGATION 

As a professional group, it is doubtful if any set of 
human servants, on the whole, will measure up better 
than the pastors of our churches. There are excep- 
tions, but generally speaking, their ranks are filled with 
noble souls, men of high educational, sacrificial, and 
Spiritual ideals. Mechanics insist on an eight-hour day; 
farmers may work from sun to sun; but a pastor’s 
work is never done. Of course, there are loafers in 
all walks of life, prigs and parasites in all professions. 
There are some preachers who depend on good looks, 
polite manners, and a glib tongue, but most of them 
are industrious, unselfish, and dependable friends of 
humanity. ‘That preachers’ sons do not turn out well 
is a slanderous heresy. The prominence of the father 
singles them out, and the gossipy, busy-body does the 
rest. Even the slanderers forget the long hours which 
every minister gives to the childhood and youth of the 
community to help them and their own children, make 
good. Ministers’ sons do succeed as even a casual 
glance through Who’s Who in America will prove. No 
men of any business career, on such limited means, 
rear finer families and do more for them educationally, 
socially, and religiously. 

The modern pastor has a three-fold ministry: (1) 
the ministry of preaching, (2) the ministry of teach- 
ing, and (3) the ministry of shepherding. He is 


THE PASTOR 89 


prophet, pedagogue, and priest. He dare not neglect 
his preaching ministry; if he does, the moving van will 
be at his door. He must not slight his teaching minis- 
try; if he does ere long he will preach to empty pews. 
He is heaven-and-earth bound to a faithful pastoral 
ministry; if he fails, he disappoints his Lord who went 
about doing good. 

In recent years the pastor has been driven to see 
the importance of the teaching ministry of the church, 
and his place of leadership in it. A religiously edu- 
cated and trained layity demands a ministry of edu- 
cational vision and efficiency. The best theological 
seminaries are now giving as much attention to the 
present ‘‘church sons” as they do to the ancient 
“church fathers.” They should give more, and soon 
will, or there will be no more “church fathers.” 
Seminary graduates of ten and twenty years ago are 
rightly insisting on revolutionizing the old set, philo- 
sophically constructed curriculum, or replacing it en- 
tirely by seminary courses constructed for the needs 
of life. Of all our educational institutions, seminaries, 
as a Class, have been slowest to conform to the newer 
educational standards. Because of this, a lot of short- 
cut, superficial, shoddy diploma-mills have arisen. 
However, the better day is on and some of the strong- 
est men in the whole field of religious education are 
being invited to seminary departments of religious edu- 
cation. In all probability, a “finer lot of fellows” 
never entered our seminaries than those of today, and 
with the saner, vital type of training, these men will 
make their church-school leadership mean something 
to their churches and communities. 

Knowing from experience the exacting and varied 
claim on the pastor’s time and strength, and from a 


90 CHURCH-SCHOOL LEADERSHIP 


wide observation of what many pastors are doing, the 
following suggested privileges are sympathetically of- 
fered in the earnest hope that pastors more and more 
will enter with joy into their leadership opportunities. 

The pastor should believe in his church school, as 
one of his most valuable church assets. It is the edu- 
cational foundation on which he builds his pulpit su- 
perstructure. It is his evangelistic klondike. It is his 
leadership-timber-making forest preserve. He should 
be listed at the head of the church-school officers as 
“‘ Pastor of the school.” It is his great privilege to 
give spiritual vision to the work and the workers, to 
keep the whole organization spiritually motivated. To 
no one else comes this high honor. 

The pastor should have an airplane view of the 
whole field of religious education, and the place which 
the church school occupies as the church’s chief educa- 
tional instrument. From his “plane,” or peak which 
he may climb, he should see all organizations in the 
church in their proper perspective and proportions. 
He and he alone is charged with the responsibility of 
helping the whole church to see its whole educational 
duty to its whole constituency, young and old. If he 
is fortunate enough to have associated with him a com- 
petent salaried or volunteer director of religious edu- 
cation, many duties otherwise his own should be left 
to the director. Recently on the front page of a 
church calendar was this expression: 


Our Ministers 
John Frank Jones, D.D., Minister of the Word 
Frank Jones Johnson, Ph.D., Minister of Education 





THE PASTOR 91 


Every pastor owes it to himself and to the church 
he serves to resolutely set himself to the task of secur- 
ing an International Standard Leadership diploma. 
This statement applies to recent seminary graduates 
as well as others, for this should be the pastor’s ambi- 
tion for every church-school leader he has. He should 
be a regular reader of at least one good journal of re- 
ligious education, such as the “ International Journal 
of Religious Education,’ the official publication of the 
International Council of Religious Education, in addi- 
tion to his denominational journals. He should go to 
church-school conventions and institutes, and, in coun- 
sel with the superintendent, get representatives from 
the church school’s several departments to go. These 
two leaders will plan for a convention echo meeting 
when delegates report. Every church school should 
have pouring into it these fresh streams of informa- 
tion. He will buy and read new and worth while books 
on religious education in general, and in particular, the 
Sunday, week-day, and vacation church schools. If 
no one else does it, he will form and install a church 
school workers’ library of up-to-date books, and then 
adroitly, persistently see that they are used. These 
can be paid for out of the regular religious education 
budget, or a special fund raised. Such a library hid- 
away, dust-covered, unused is a wicked waste of good 
money. 

The pastor should know his own church school as 
intimately as its size and his time will permit. He 
should know all officers and teachers, and in a small 
school all pupils by their first names, and thus greet 
them. A good shepherd knows his sheep by name. 
Such a fine human-fellowship spirit is appreciated. It 
takes time and some skill, but is a pastoral investment 


92 CHURCH-SCHOOL LEADERSHIP 


that pays highest dividends in leadership prestige, and 
life long friendships. He should know what lesson 
courses are used, for it is of vital concern to him on any 
given Sunday to know whether his.people in the church 
school get one message and in the.pew get another. 
He, too, should be interested not alone in the content 
of materials used, but in the methods of instruction, 
and in the teacher’s life as well as her lesson. He 
should know whether or not the illustrated papers and 
magazines distributed to pupils and teachers are the 
best. Quietly, patiently, skillfully, he will study the 
whole organization, its equipment and its management. 
It is his business to be the best informed church-school 
man in the church. 

The pastor should give publicity to his church 
school. He can do this by public mention from the 
pulpit, by occasionally calling attention to some new 
book of interest to parents and teachers, and by pulpit 
invitation for all members of the congregation to share 
in the church-school life and advantages. His church 
calendar will always have important space allotment 
to the church school. On this weekly folder, along 
with his name should be the name of the church-school 
superintendent; this is courteous and dignified adver- 
tisement of his estimate of his church school and its 
executive leader. He will see that the outside bulletin 
carries the name and any important announcement re- 
garding the church school. Newspapers will be given 
church-school “ stories ” of publicity value. In a ser- 
mon at least once a year, he will preach on religious 
education in the home, the church, and the com- 
munity, magnifying the work of the church school. 
On the four big church-school special days of the year, 


THE PASTOR 93 


Rally day, Christmas, Easter, and Children’s day, he 
will jointly preside over the combined church-school 
church morning service, and there in a few minutes 
present a church-school message. Again in his pas- 
toral calls, he is a real drummer-on-duty, for the 
school. Personal commendation and invitation, after 
all, are the best publicity. He should seek to enlist 
every church member as a church-school pupil, teacher, 
or officer. He is a most valuable helper of the Home 
Department principal. 

If at all possible, the pastor should be present 
throughout the entire session of the church school. 
This is comparatively easy when the school meets after 
the morning worship service. If he has this in mind 
through the week and gets ready for it, even where the 
session comes before the morning church service, he 
can be present with great profit to himself and the 
school. Should the pastor ever teach a class? No and 
yes. No, as a regular duty, for the whole school needs 
him. Yes, temporarily in an emergency to save some 
particular group, especially boys or young men, which 
otherwise might be lost to the school and possibly to 
Christ and the church. Should he hold a church-school 
office? Almost without exception, the wise answer is 
no. He belongs to the whole school, not any one class 
or job within the school. He should be present to 
meet and greet the workers and especially to welcome 
strangers. He should make it a rule never to interrupt 
classes during the teaching periods. It is grossly un- 
fair to the pupils and to the teacher who has consci- 
entiously prepared herself to make the most of the 
precious thirty minutes which are hers with her class. 
_ Friendly interest can be shown at other times. Rather 
let him, during the teaching period, move about quietly, 


94 CHURCH-SCHOOL LEADERSHIP 


keeping eyes and ears open and mouth closed, except 
it may be in conference with superintendent or other 
administrative officers. Whenever, for any reason, he 
or the superintendent feels that a brief three to five 
minutes platform message is desirable, he should gladly 
participate. Again, in a large, well organized school, 
where departmental worship is possible, his presence 
in different departments on different Sundays with a 
greeting or word of prayer is valuable service, and a 
tie-binder. Week by week of this apparently unofficial 
interest will win for him the loyalties of officers, teach- 
ers and pupils. His cheerful presence and common 
sense movements will naturally give him a recognized 
church-school leadership which constitutional legisla- 
tion and much talking could not secure. Patiently, 
tactfully, he will be able to take down many a sign 
which reads, ‘“ Misfits a Specialty.” He will thus lead 
most when he seems least to lead. He should always 
encourage, never scold or criticize the school or its 
workers. He will padlock his ears to ‘‘ tales ” about 
workers and work, but be open to counsel with super- 
intendent or other officers, with teachers and pupils at 
all times. The pastor who goes to church school will 
find his church school going to church. 

Should the pastor himself professionally train his 
church-school workers? That depends upon (1) 
whether he is himself a trained man in religious educa- 
tion, and (2) whether or not there is some one else 
who can do it better. Training must not go by de- 
fault; either he must do it the best he can, or get some 
one, for every church should have at least two leader- 
ship training classes, one for present workers and one 
for prospective teachers and officers. We have known 
of a wide awake pastor in a small church who organ- 


THE PASTOR 95 


ized his workers and began on the units of the stand- 
ard course and took each textbook with the class, he 
himself studying and at the same time serving as a sort 
of guide or chairman of the group. Where there’s a 
will there’s a way, and the wise pastor finds it. He 
will attend the sessions of the school and departmental 
councils with particular interest in the prayer life and 
spiritual growth of his workers. One of the most fruit- 
ful things that one pastor did to improve the teaching 
in his own church school was to circulate a book at a 
time on some virile subject of immediate interest to 
his teachers. He recalls the use made of Patterson 
DuBois’ little book, Point of Contact in Teaching. 
The pastor bought a copy, read it; then on the first 
inside cover pasted a ruled sheet at the head of which 
he put these words, ‘‘ As one who is interested in teach- 
ing religious truth to children and youth, I have read 
this book with very great pleasure and profit. When 
you have read it, put your name below on this page, 
and return the book to me.’ ‘The pastor signed his 
name to head the list. The pastor would give the book 
on Sunday to a teacher, asking her to read it, sign her 
name, and return it on Wednesday evening. Perhaps 
she had not been at prayer meeting for months. Rather 
than disappoint her thoughtful, courteous pastor, she 
would read the book and then go to prayer meeting. 
Then the pastor at once gave it to another, asking its 
return on the following Sunday. And so it went on its 
mission, until twenty-five had read it. A far better 
plan than to buy twenty-five books and give them to 
twenty-five teachers, perhaps to be put away and never 
read. 

The pastor’s relationships with his superintendent 
are of great importance. They should be men of God, 


96 CHURCH-SCHOOL LEADERSHIP 


brotherly considerate of each other, intimate in their 
counsels about the welfare of the school, and each re- 
joicing in joys and successes of the other. If at all 
possible, they should fix a definite time once each week 
for conference over school problems. At such time, 
they should frankly face situations and prayerfully, 
kindly reach decisions. The pastor often can suggest 
a book or a recent journal article of value to the super- 
intendent. ‘The two often attend institutes or conven- 
tions together, and have many an hour of mutual help 
and blessing. 

There are many school privileges that will be noted 
in a pastor’s commonplace book. Some of the happiest 
moments in his pastorate will be the discovery of latent 
abilities in men and women and especially the finding 
of young people of promise. In these days of older 
boy and older girl camp conferences and special 
schools for leadership training, he often does not wait 
long to see the bud unfold and fruit. The camp con- 
ferences of the International Council of Religious Edu- 
cation alone have helped several thousand young 
people come into the joy of a life work devoted to the 
church. Back of practically every one of these was the 
keen-visioned, prophetic eye and heart of a pastor. 

Almost without exception, the pastor is the one to 
prepare teachers and pupils and schools for the periods 
of decision and personal public confession of Christ as 
Saviour and Lord. He will for weeks get the teachers 
ready that they may be joyous, resultful winners of 
souls in the class and outside of it. He and he only 
should conduct the general school service on decision 
day. He and he only should meet those who make 
confessions of faith and in small age groups further 
make plain the privileges and duties of church mem- 


THE PASTOR 97 


bership, and prepare them for intelligent and useful 
church relationship. He should remember the church 
school in his prayer life, private, pulpit, and at prayer 
meeting. Doubtless, he will make a prayer list of those 
who have special need. He should mass all the com- 
mon sense strategy, and religion he has at the gateway 
of the junior high school age, that he and his church- 
school lieutenants may capture every boy and girl for 
Christ and the church. Recent reliable statistics 
covering careful investigations in five of the large de- 
nominations and almost seven thousand cases show 
that the age at which most conversions and accessions 
to the church occur is at thirteen. The old figure of 
Starbuck, Coe, and others put the height of the con- 
version curve at about sixteen. It can be asserted 
without serious contradiction that better teaching in 
the church school has brought this about. Nota little 
credit is due to pastoral leadership in a sane evangelis- 
tic emphasis. 

The pastor should take a sincere and lively interest 
in the good times of his church-school children and 
young people, and see that church-centered programs 
and adequate equipment tie them to the church with 
affectionate loyalties. Their sociables, picnics, parties, 
athletic contests, field meets, and tournaments are his 
open gateways to their lasting friendships. Even if he 
has little time in his busy life to participate fully, he 
can at least drop in and smile his appreciation. Their 
sense of fairness is keen and their gratitude genuine 
and heartening. 

He should sit up nights with the information cards 
of the director of records and use his pupil acquaint- 
- ance in the homes of non-church members, especially 
of cradle roll parents, to make vital contacts for the 


98 CHURCH-SCHOOL LEADERSHIP 


Christian life and eventually church school and church 
membership. 

The pastor of course has more vital interest than 
anyone else in the annual religious survey and census 
of the church parish. In communities where there is 
no community council or board of religious education, 
the several pastors should themselves organize and 
supervise a community-wide census, calling in and 
training young people to put on the canvass. ‘This 
religious census should be taken on one afternoon 
about the middle of September. Adequate preparation 
should be made, wide publicity given, and hearty co- 
operation sought. The facts gathered and wisely used 
will make rally day in all the church schools mean 
much. 

The pastor should tactfully cultivate the loyalty of 
the young people and adult classes to the regular wor- 
ship services of the church. He can be a wise coun- 
sellor in the matter of worship in the church school, 
general and departmental. He should read some of 
the newer books on worship and profit by magazine 
articles and become a real leader in this form of ex- 
pression. If the school has a director of worship, the 
pastor should work through him. Otherwise, his own. 
direct help will be needed, expected, and appreciated. 

If church school meets after morning service, he 
must keep faith with the church-school superintendent 
and at least do his part to close the services promptly, 
just as he expects the church school which comes be- 
fore worship to close on time. No pastor, unless the 
situation is unusual, should be drawn into what is 
called a combination church-church-school service. 
The great cause of religious education is too important 
to cut down the Sunday time given to it. Far better. 


THE PASTOR 99 


for him to get such a vision of the opportunity that 
ushers in his pastoral leadership that he will put on an 
expanded and enriched session, such as is described in 
chapter four of this book. 

The pastor should make much of the annual instal- 
lation and dedication of his church-school officers and 
teachers. He is the one to preside. He should prepare 
and lead in the installation service and offer the dedi- 
catory prayer. If no other time is set for this, it 
should be on the combined rally-and-promotion day 
coming, usually, on the last Sunday in September. 
After the slump of the summer for most schools, this 
is an especially appropriate time for rally, promotion, 
and dedication. 

Pastoral leadership in the church school, as in the 
church or community, will be as effective as the pastor 
himself, by divine help, can make it. 


VII 
THE DIRECTOR OF RELIGIOUS EDUCATION 


HE great emphasis In recent years on religious 
education in the home, the church, and the 
community has created a new profession. 
Already this new vocation has a number of specialties 
within its general field. It is opening up new opportu- 
nities for many pastors, workers in Young Men’s 
Christian Associations, Young Women’s Christian As- 
sociations and welfare groups who have educational 
vision and prefer to major on educational tasks rather 
than to continue in general religious or social work. 
With their wide experience they bring to their new 
positions a good working capital. Naturally, some of 
them are short on technical training; the wiser ones 
make almost any sacrifice to get it. Not all who bear 
the title of director of religious education could be pro- 
fessionally rated. Naturally, any new vocation at- 
tracts some who have only a segment or superficial 
conception of the requirements. 

For years in our colleges Christian leaders have 
stressed Christian vocations and strongly appealed to 
young people to give their lives to definite Christian 
service. For years also in various types of young peo- 
ple’s work in church, young people’s societies, young 
men’s and young women’s church-school classes, high 
Y’s, in older boys and older girls camp conferences, 
and elsewhere, many leaders have likewise challenged 


young people to turn away from the god-of-getting | 
100 


DIRECTOR OF RELIGIOUS EDUCATION 101 


and worship the God-of-giving. Life service leagues 
have multiplied in number and enrollment. The 
“cream ” of the church’s young people is being gath- 
ered. Literally thousands of the choicest young men 
and young women have heard the call—but until 
within a few years the gospel ministry and missionary 
work, foreign, home and city, were about the only 
great religious professions that had doors enough open 
to “take in” the volunteers. Now, fortunately, re- 
ligious education as a life-calling is growing so rapidly 
and with such a variety of interests that it can chan- 
nel the expression of many abilities of many young 
people. Only a few years ago that fine college boy 
inclined to the ministry found his altruistic ardor 
dampened by the inescapable fact that “he just could 
not talk in public”; so, shrinking back, he entered 
medicine or engineering, or some other high calling, 
but has always had an unsatisfied heart-hunger. To- 
day he can invest his life in some executive phase of 
religious education where his trained organizational 
talents and love of folks can consume him without feel- 
ing that platform strength must be his chief avenue to 
real service. The gospel ministry, in our humble judg- 
ment, still heads the list of all religious professions, 
and should. If the preachers and prophets perish 
from the earth, related vocations lose their best inspir- 
ers and leaders. With many seminaries now thor- 
oughly training their students in the technique of re- 
ligious education, the present and coming generations 
of pastors will know religious education and how to be 
their own directors, if in the division of labor in their 
churches provision cannot be made for the employment 
of a co-minister, or full time director of religious educa- 
tion. 


102 CHURCH-SCHOOL LEADERSHIP 


Not only seminaries, but departments in Christian 
colleges are training religious education workers. Pro- 
fessional schools wholly devoted to religious education 
are now making possible a thorough training for re- 
ligious education as a profession, as law, medicine, or 
engineering schools, prepare for theirs. High grade 
young men and young women are turning in increasing 
numbers to religious education and are willing to de- 
vote years to arduous study in order to make good. 
There are many kinds of general directors of religious 
education: (1) church, (2) city, county, or community, 
(3) state or provincial, (4) national and (5) interna- 
tional. » Within these areas are denominational and 
interdenominational general directors of religious edu- 
cation. Then there are in many of these units special- 
ists such as directors of children’s, young people’s, or 
adult work, or directors of leadership training, of 
music, worship, recreation, pageantry, community ser- 
vice, and other expressional activities. Surely there is 
a wide field of service which appeals to many types of 
abilities. 

The whole profession is yet in its experimental 
stages. However, its progress has been marvelous, in 
spite of much blundering on the part of both employ- 
ers and employees. There remains yet very much to 
be done in educational standardization. Sporadic short 
cut methods that have no educational standing are 
deceiving some young people and older ones also. It 
took a long time to standardize courses in law, medi- 
cine, theology, and other outstanding professions. 
Churches also need to more fully understand what it 
is all about. ‘‘ We certainly need somebody to help 
with our children, to give her whole time to them.” 
And so the church proceeds to call an expert with - 


DIRECTOR OF RELIGIOUS EDUCATION 103 


children and then make her the church director of 
religious education. Of course she fails to grasp the 
breadth of the thing. ‘‘ Our young people are going to 
the dogs; we must get a paid worker.” They do, and 
the pastor thinks it a great step forward to label him 
“church director of religious education,” and give over 
to him the educational destiny of the church. He suc- 
ceeds with the young people as could have been ex- 
pected, but flounders and “ flunks out” completely in 
the bigger, broader work. He who sees only the seg- 
ment serves not the whole. 

Pastors of strong churches, themselves years out of 
the seminary, and with no technical religious education 
training, but who have seen the vision and value of 
religious education, need cautionary counsel lest errors 
be made that will bring disappointment to them per- 
sonally and defeat to the very thing they feel their 
churches most need. A woman who is a winsome 
worker with children may not succeed at all as a 
general church director of religious education. A man 
who can stand teen age boys on their ears and spin 
them around in camps, clubs and on hikes may fail 
utterly as a church director of religious education 
responsible for comprehensive programs of religious 
education for all age groups. Nor could some men, 
masters of adult agencies and activities, make good in 
the all round requirements of a church director of re- 
ligious education. These illustrations are not 
imaginary ones. We are thinking also of a splendid 
woman of culture, gracious personality, leader of the 
church choir and children’s choruses, who was called 
by another church as its director of religious educa- 
tion. It was positively pitiful to see her attempts at 
educational direction. She worked wonders in the 


104 CHURCH-SCHOOL LEADERSHIP 


music of the church school in general, and especially 
in the departments, but she knew no more about re- 
ligious education as such than a South Sea Islander. 
After months of heartaches, she had the good sense 
to resign and accept a position as a church director 
of music in a neighboring city where she has been 
unusually successful and happy. 

Even as the abilities and limited conceptions of the 
work have varied, so have salaries paid, from a few 
hundred dollars to four and five thousand dollars a 
year. In the larger, more exacting churches, directors 
of religious education are men with as high rating 
professionally as the pastor himself, and their execu- 
tive leadership in education gets proportionate finan- 
cial recognition, and so should it be. 

The character of this book limits us to the con- 
sideration of the director of religious education as a 
church officer and educational leader of the church 
school. Since the position is so new and so few people 
understand the director’s field, perhaps both the nega- 
tive and the positive approach will clear up miscon- 
ceptions and fairly present the director’s work. We 
will notice first 


A DOZEN DON’TS FOR THE CHURCH DIRECTOR OF 
RELIGIOUS EDUCATION 

One. He should not be the superintendent of the 
church school, nor assume the superintendent’s pre- 
rogatives. He serves all the educational organizations 
of the church and should not officially head up any one 
of them. A few churches may find it expedient for a 
year or so to use a church director of religious educa- 
tion for a church-school superintendent, in order to 


DIRECTOR OF RELIGIOUS EDUCATION 105 


dislodge some good but inefficient “‘ brother ”’ who re- 
fuses to let go. Sometimes such a superintendent can 
be reasoned with, and will give way to an outsider and 
a salaried man. Except in such rare cases, the church 
director of religious education should not be the gen- 
eral administrator of the school, even temporarily. A 
church that is strong enough to employ a full time 
director of religious education has men in it that have 
platform and other executive ability that needs de- 
veloping. The church director of religious education 
also should be exceedingly careful, especially during 
the first few months, to stay in his own corral. It will 
be an unusual church-school superintendent who will 
not have misgivings as to the authority vested in this 
new church officer. Mutual understandings instituted 
by the pastor can tie up superintendent and director 
in very happy and profitable team work. Listening- 
in should be the director’s favorite and fruitful pas- 
time for many a Sunday. 

Two. He should not be known as assistant pastor, 
nor be labeled the pastor’s assistant,—mere errand boy, 
ringer of door bells, and parish shopper. This mistake 
can be avoided by two precautions: (1) the church 
director of religious education may be nominated by 
the pastor, but should be chosen by the church board 
of religious education, and elected by the church, and 
on the same basis of service recognition as the church 
or any of its committees or boards recommend or call 
a pastor, and (2) by the tacit understanding in ad- 
vance between both pastor and director that he is not 
to be called or listed as assistant pastor or pastor’s as- 
sistant. Preliminary agreements on this matter, in 
kindness and frankness, will prevent breaks in cordial 
relationships, and will free the hands of both pastor 


106 CHURCH-SCHOOL LEADERSHIP 


and director, and in the long run magnify the work of 
religious education. 

Three. He should not expect to supply the pulpit in 
the pastor’s absence. He may do so occasionally, and 
with profit to his own educational task, but he should 
not expect to do so. If, by chance, he has exceptional 
speaking ability, there will always be some parishion- 
ers who have no more sense than to make comparisons 
and unfavorable comments, to the detriment of the 
pastor. Pastor and director may be in the bonds of 
brothers-in-love, and never for one minute misjudge or 
distrust each other, but foolish folks are found even in 
the best of church families. The director that is wise 
will not want to preach. He is the church’s head of 
its teaching-ministry and should there make good, and 
at the same time prayerfully, sincerely help his pastor 
likewise to excei in his preaching-ministry. ‘They can, 
therefore, be more firmly fixed in their love and confi- 
dences. 

Four. He should noé teach a regular church-school 
class, unless it be a training class of prospective teach- 
ers, nor be the president or executive head of any 
organization within the church. He must not be tied 
to a single class or officially responsible for the admin- 
istration of any single group. Like the pastor, he 
belongs to all. He should not even be the superin- 
tendent of the week-day church school nor the vacation 
school. He is the church director of religious educa- 
tion and gives educational supervision to all branches 
of the church’s school. | 

Five. He should noé criticize the pastor, superin- 
tendent, officers, teachers, nor his own predecessor. Big 
men never stoop to such small talk. He has two eyes — 
and two ears, and only one mouth that he may see and 


DIRECTOR OF RELIGIOUS EDUCATION 107 


hear much and say little, and let that little be com- 
mendation not condemnation. If, as a leader, he is a 
good Christian and a “ wise old owl,” he will not set 
himself up as a self-appointed bureau of censorship. 
Construction, not destruction, is his way to efficiency 
and fast friendships. 

Six. He must not be partial to any organization, 
group, plan, nor person. He must not be carried off 
his feet by individuals or groups over-zealous to win 
his favor. Common sense surrounded by prayer will 
be his safe detector. Like the pastor, he cannot afford 
to be a partisan. He must not have pets in theory or 
practice. His broad vision and brotherly supervision 
must determine his movements. If he works with a 
bias, his suggestions will create sects and isms that will 
defeat the very comprehensive, unified educational 
policy which the church called him to think out and 
work out. 

Seven. He should not be dictatorial nor bossy, nor 
try to rebuild Jerusalem or Rome in a day. He is 
employed as a director, not a dictator. He must not 
be a driver, but a developer, a coaxer, tactfully draw- 
ing out the best in people and things. The minute he 
takes up the whip that minute he lays down his leader- 
ship. He should have no fellowship with the spirit of 
Tammany or Simon Legree; for if he does, defeat will 
meet him at his doorway and hand him his resignation. 
Cooperation and comradeship in service will win where 
compulsion fails. 

Eight. We must not be impatient with the slow of 
head, heart, or hand, nor with the stupid or stubborn. 
_ Some mighty good people were built to run-on-low, and 
to do that running on self-made, rut-worn roads. 
Speaking of running reminds us of a New York-or-Chi- 


108 CHURCH-SCHOOL LEADERSHIP 


cago made joke on Philadelphia, which, because of our 
nearly nine years of happy residence there, we may be 
permitted to tell. The small boy in the geography 
class was asked, ‘‘ What river runs through Philadel- 
phia?”’? His reply was, ‘‘ Please, ma’am, nothing runs 
through Philadelphia! ” Perhaps the new director is 
fresh from his professional school in the highways of 
which no intellectual traffic signs prescribed the speed 
limits. For years he has had the student habit; many 
of his new associates have not. His ideas and ideals 
have been running-on-high. He suddenly finds him- 
self in the midst of folks who seldom get-into-second. 
What is he to do about it? Either he himself will shift 
gears, or one day he will find himself far down the 
road, a lonely leader, leading nobody. He will dis- 
cover that some of the people with whom he must work 
will “say it with flowers’; while some will “say it 
with brakes,” or “ bricks.”” He must be all things to 
all men in the hope of leading some to the higher 
levels. He can dodge the bricks, the brakes he will 
tolerate for the sake of safe traffic, and the flowers he 
will humbly appreciate and not be made silly-in-the- 
head by their fragrance. 

Nine. He should not attempt to fit the local 
school’s detail needs by wholesale, ready-made theo- 
retical “ class room ” plans. Even grant that such plans 
are practically workable, the shoe must fit the foot, as 
a famous shoe dealer advertises, ‘‘ It’s a feat to fit the 
feet.”” After all, there is some truth in the old “ saw,” 
—“* We have peculiar conditions in our church.” The 
wise director knows full well that a certain new plan 
may have been a howling success in his previous field, 
that will not so much as whisper in his new one. — 
Lumber is lumber, and folks are folks, but the skilful 


DIRECTOR OF RELIGIOUS EDUCATION 109 


cabinet maker, while following a design, knows that 
he must take into consideration every hour, the grain 
and the season of every board, if he expects durable 
and beautiful prcducts. Place and personal peculiari- 
ties may actually turn out to be bankable assets. Cer- 
tainly it is true that the director must take these into 
account, or they will bankrupt him. If he has a 
psychology that works, he sure has the chance to 
work it. 

Ten. He should not ignore the years of foundation 
laying by earnest workers, who probably did the best 
they could. There will be most excellent people in his 
church whose personal interest in the old, because it 
is old, is akin to idolatry. Then, others will snatch at 
the new with the fanaticism of a faddist. Between 
these extremes, somewhere, lies the ground which the 
sensibly progressive workers will cultivate under the 
director’s leadership. These will agree with Pope,— 


In words [plans] as fashions, the same rule will hold, 
Alike fantastic if too new or old. 

Be not the first by whom the new are tried; 

Nor yet the last to lay the old aside. 


Every day is debtor to yesterday, as every tomorrow 
will be debtor to today. We not only “ Rise on step- 
ping stones of our dead selves to higher things,” but 
we stand on the shoulders of our efficient predecessors. 
Ox carts at least beat down and widened the trails that 
horse vehicles and autos might easier follow. We soar 
through the air in a plane whose engine came from the 
ground through the vears of experimentation in auto 


_ service. 


Eleven, The director of religious education should 
not resent the pastor’s horizontal counsel, nor his per- 


3° 


110 CHURCH-SCHOOL LEADERSHIP 


pendicular decision, if pastoral leadership thinks best. 
The horizontal approach is apt to be brotherly, coope- 
rative, and the perpendicular must be. During the ex- 
perimental stages of the new profession of direction of 
religious education, as already emphasized, pastor and 
director must see eye-to-eye, work hand-in-hand, and 
heart-to-heart; if they don’t, stone walls face their 
progress. Give-and-take, in self-effacing spirit, is the 
game they must play and enjoy. The pastor’s priority 
in position or periods of service gives him no right 
whatever to descend on the director, or his plans, with 
saw or hammer. Both these good men must possess 
themselves in patience. The director is more often the 
younger man and needs to be cautioned. If the over- 
worked pastor some day should get a case-of-nerves 
and arbitrarily, momentarily “ jump” on the director, 
the director must suffer in silence and thereby bring 
down confusion and later the confession that wins the 
far reaching, final victory. 

Twelve. ‘The director of religious education, how- 
ever, must mot continue in office, if, after prayer, self- 
crucifixion, and conference with the church board of 
religious education, he finally comes sincerely to be- 
lieve that pastor-director personalities and policies are 
incompatable and wholly beyond reasonable recon- 
ciliation. Patience is a good old biblical word and 
means endurance. Christian endurance may prevent 
a rupture and save what might be an ugly situation. 
Of course, there are cases where patience ceases to be. 
a virtue. Then, probably, the resignation should be a 
double header, giving the church a chance to clean the 
slate and start all over. | 


DIRECTOR OF RELIGIOUS EDUCATION 111 


A DOZEN DUTIES OF THE DIRECTOR OF RELIGIOUS 
EDUCATION 

The rehearsal of so many “ don’ts ” seems to hedge 
in the director of religious education to a very limited 
field in which he can function. Not so, as we shall see. 
In the midst of the “don’ts” we could see many 
“do’s.” His “ do-ties” are far more important than 
his “ do-nots.”? The very reason why so many high 
grade men and women are entering this new profession 
is because the chances for real service and at the same 
time opportunities for personal growth and advance- 
ment are many. A twelve-fold description of what he 
is will outline his duties. 

First. He isachurch officer, even as the pastor. It 
is hardly conceivable that a situation could exist where 
the pastor would not personally participate in the 
selection of a director. He, however, would have no 
organizational authority. A director of religious edu- 
cation should be officially nominated or chosen by the 
church board of religious education and elected by the 
church as a full church officer, serving as the church’s 
minister of education, being the functioning executive 
of its board of religious education. In the event that 
the church has no board of religious education at the 
time a director is chosen, the church should elect a tem- 
porary committee on selection, with the distinct under- 
standing that as soon as it nominates a director and 
the church elects him, the committee automatically 
discontinues. Then, after ample time for prayer and 
deliberation, the church should elect its board of re- 
ligious education. See suggestions in chapter two. 

To this board the director will look for counsel and 
direction. He will, of course, be expected to initiate 
policies, programs, and what not, and to bring these 


112 CHURCH-SCHOOL LEADERSHIP 


to the church board of religious education for thorough 
discussion and adoption. It will be his business then 
to execute the decisions and will of the board. Let 
us repeat, as the pastor heads up the preaching-minis- 
try and pastoral-ministry, so the director heads up the 
teaching-ministry. They are co-ministers. As has al- 
ready been stated, the definition of functions and fields 
is of paramount importance preliminary to the actual 
beginning of service. The pastor, in a friendly way, 
may refer to “‘ my director of religious education,” but, 
in fact, he is the church’s director, and should be 
spoken of as such. This gives him church standing 
and influence highly desirable in the creating by him 
of an educational consciousness in the church as a 
whole. This clear understanding will work wisely in 
two directions:—it will help both pastor and church 
school superintendent to feel that in no sense what- 
ever is either one an official boss of the new church 
officer. Nor should the director feel that he is lord 
over either of them. All three will surely and gra- 
ciously grant that the ranking officer of the church is 
the pastor, this being their attitude at all times. 
Second. ‘The director of religious education will be 
the pastor’s chief educational counsellor, collaborator, 
and cooperator. In the division of church labor, it is 
the director’s inescapable duty to know more about 
religious education than anybody in the church. Such 
knowledge he will hold in humility and will be 
constantly increasing it. When the pastor wants ex- 
pert educational advice, he has a right to expect it from 
the church director of religious education. When any- 
body in the church has “a vision in the night,” and 
wants educational help, the pastor should feel full as- 
surance that such an one can be satisfied at the direc- 


DIRECTOR OF RELIGIOUS EDUCATION 113 


tor’s bureau of information. The young director will 
be startled at the things he is expected to know. 
Frankly, he should say no, if he must, to the inquiry of 
pastor or other questioner; but just as frankly he 
should quickly say,—‘*‘ I'll look that matter up for you 
at once and let you know as soon as possible.” After 
all, the dominance of ideas wins the coveted place of 
recognition for the director or any other leader. 

Third. The director is the superintendent’s silent 
partner, well-wisher, and encourager. They should be 
brothers in thought, word, and deed. If only all Chris- 
tians would be Christian through and through, relation- 
ships would need few definitions, probably none. We 
all recall the prayer of the little girl—‘‘ Dear Lord, 
help bad people to be good, and good people to be nice.” 
Some of the best people in the world get kinks or twists 
in their thinking, feeling, willing, and doing. Nosuper- 
intendent, at the coming of a church director of re- 
ligious education, should lean back on his oars and 
think, ‘ Well, the church will now hold the director 
responsible for the success or failure of the school.” 
Rather, let him rejoice in the fact that at his elbow, 
privately and publicly, if necessary, he has an educa- 
tional expert who will help him to make the church 
school go as never before. 

Fourth. The director of religious education is the 
church’s educational analyzer, organizer, and stabilizer. 
As such, he will assist in setting up educational stand- 
ards, suggestions, budgets, and recommending policies. 
His first concern, however, is not to lay before the 
church board of religious education a beautifully con- 
ceived policy of religious education for that particular 
church, all worked out in detail, with all Roman and 
Arabic numerals convincingly placed. No, not at all! 


114 CHURCH-SCHOOL LEADERSHIP 


Let him first become a searcher and a re-searcher, 
going on a still hunt until he is ready to launch a pains- 
taking survey of the educational aims, programs, and 
products of every group in the church. Before organi- 
zation comes investigation. Not until he has accurately 
analyzed can he adequately organize. It may be that 
some winsome, aggressive soul has overloaded the 
church ship on one side. It will be the director’s deli- 
cate and perhaps dangerous duty to quietly stabilize 
the old ship, not by antagonizing leaders and organiza- 
tions already at work, but by adroitly shifting portions 
of the cargo. As the church’s educational analyzer, or- 
ganizer, and stabilizer of the church school, with week- 
day, and vacation sessions, and ali other educationally 
centered and circumferenced groups, he will in time 
come to the place where he can say to the pastor and 
the board, the day of integration has set in. Instead 
of fractions setting themselves up as digits and pre- 
suming to control the educational destinies of the whole 
House of Israel, under his leadership they will be per- 
fectly happy as related and correlated segments of the 
church’s whole educational circle. When that glad day 
comes, and in time it can come in any real church, then 
the board of religious education can confer on the de- 
serving director the high honor of C. C., which by inter- 
pretation means Captain Correlate. 

Fifth. The director of religious education naturally 
becomes dean of the church school’s faculty or faculties 
of all its educational groups. He is the recognized ad- 
viser of best methods and programs, the director of 
class instruction. His judgment will throw light upon 
their problems of teaching, organization, and adminis- 
tration. He will be the supervisor of teaching in all 
departments, a service greatly needed. He will be wel- 


DIRECTOR OF RELIGIOUS EDUCATION 115 


comed by all workers into groups of young and old, 
because he carries sense in his head, love in his heart, 
and unselfish help in his hand. 

Sixth. The director of religious education is the cur- 
riculum constructor and supervisor, directing all in- 
struction: and expression through worship and service 
activities in the Sunday church school, week-day, and 
other schools. He will classify pupils and place them 
where they ought to be. To him more than any other 
individual, the church looks for the recommendation of 
best teaching materials and methods. To him belongs 
the supreme privilege of unifying courses and pro- 
grams of both instruction and expression for the sev- 
eral age groups. ‘This task will test his ability as no 
other. Instead of a hodge-podge of materials not psy- 
chologically geared into the nature of the group served, 
he will select and set in sane sequence courses that will 
guarantee vital functioning Christian truth for the ages 
being taught. The director that can excel at this will 
render invaluable service to all religious educators. 

Seventh. The director of religious education must 
be an organizational sympathizer, interpreter, and in 
time harmonizer, not alone in the local church, but in 
the community. He should take the time to know the 
genius of every national society that seeks followers 
through local church or community branches, chapters, 
or units of whatever name. The more he studies the 
overhead organizations, the more he will long for the 
day of co-ordination at the top. He is sure to come 
into fuller appreciation of the enthusiasms, self sacrifice, 
and hard work back of these national movements, and 
as he himself tries to correlate their programs, the 
more he will regret the fact that good people with the 
best of motives do get in each other’s way. But, in 


116 CHURCH-SCHOOL LEADERSHIP 


the meantime, he will not despair, but earnestly seek 
to be a fair interpreter of the cause yonder that seeks 
supporters here. 

Eighth. The director of religious education is largely 
the educational leadership selecter and trainer. He 
will arrange for at least two classes for the training of 
church-school officers and teachers,—(1) for the pres- 
ent active official and teaching force, at some period 
through the week, and (2) a class of the picked young 
people who, as prospective officers and teachers, will, 
under his direction, meet at the time of the church- 
school session. Perhaps more than any other, he should 
ferret out choice older boys and older girls and get 
them to enroll in leadership training, institutes, schools, 
assemblies, and camp conferences. The director should 
become a “sustaining”? member of the International 
Council of Religious Education and thereby secure ~ 
regularly all of the new educational bulletins issued by 
the Council’s Education Committee. Bulletin number 
three on leadership training should be at his elbow. 
All the training courses which a director sets up for his 
people should be geared into the International courses 
for the different scholastic levels. As a church direc- 
tor of religious education, he will be active in the sup- 
port and management of standard community training 
schools. Thus the church, under his knowing-lead, will 
be growing a strong corps of workers. 

Ninth. The director of religious education who is 
strong in his personal influences and trustworthy, will 
become the confidential conferé of most of the officers 
and teachers, and be in a position to strengthen the 
work and the workers as no one else. After all, the 
ties of friendships, cemented by confidence and affec- 
tion, are more powerful than either the pen or the 


DIRECTOR OF RELIGIOUS EDUCATION 117 


sword, for pens may corrode, and swords rust away, 
but true friendship abide forever. 

Tenth. The director of religious education will be 
the Andrew-discoverer of lads-with-loaves-and-fishes, 
and Greeks-not-a-few that want to see Jesus. As his 
whole profession becomes more settled and churches 
come more and more to appreciate the position of the 
director, he will stay longer and have to his credit as a 
teaching-minister, a record approaching the noble men 
of God who, through their preaching and pastoral min- 
istries, have made incalculable contributions to human 
welfare. His many social contacts week by week give 
him unusual evangelistic opportunities, especially with 
junior and senior high school groups. In all his educa- 
tional emphasis, he must not lose his evangelistic fer- 
vor. Not only in helping them to come to personal 
decisions for Christ as Saviour and Friend, but he can 
point the way, without bias, to life investments which 
will yield greatest dividends in joy, success, and worth- 
while service. 

Eleventh, The director of religious education can 
become the maker of men and women who dream edu- 
cational dreams that come true. He himself a truth- 
seeker and lover of best thought in people, books, 
magazines, and elsewhere, will pilot many to the treas- 
ure-islands of life where they may find the great riches 
which culture souls and bless humanity. He can be a 
vision-giver to his associates, a creator of a yearning 
to be learning the things that make for a professional 
spirit, and at the same time yield a satisfaction which 
finds its highest reward in humble service faithfully 
performed in the Master’s name. 

Twelfth. The director of religious education in brief, 
is the church’s educational go-getter. The man who 


118 CHURCH-SCHOOL LEADERSHIP 


brings things to pass without any personal pyrotech- 
nics. ‘The one who, charged with securing the educa- 
tional “ blue vase,”’ knows no insurmountable obstacles. 
He welcomes defeat because it makes him more de- 
termined to be wiser the next time. In the strength of 
the Christ whom he serves, he has resolutely set him- 
self to meet, greet, and beat difficulties, and turn them 
into triumphs for the great cause of religious educa- 
tion. Faithful to the trust the church has assigned 
him, he makes up his mind to know and help folks, 
magnify and glorify his profession, and love and serve 
Christ supremely. 


VIII 
THE SUPERINTENDENT, AN EXECUTIVE 


HE superintendent is the platform executive 
and general administrator of the school. This 
nS _, gives him a place of commanding importance. 
In a way, he is the church’s custodian of the one organi- 
zation which educationally serves the whole sweep of 
life from the cradle to the grave. He may be thought of 
as an army general, a business manager, or an industrial 
executive. 

A man charged with such responsibilities should be a 
genuine Christian whose faith never furloughs, and 
whose religion never goes on vacation. His Mondays 
should be as clean as his Sundays, and his personal life 
never belie his platform lesson. His home life and busi- 
ness life should be above reproach. As he walks the 
highways and byways of his neighborhood, his conduct 
should be such that no one can point the finger and 
truthfully say, “‘ There goes Dr. Jekyll-and-Mr. Hyde.” 
He should possess a good voice, a good appearance, and 
a good disposition. A good voice—neither too loud nor 
too low. ‘‘ You should visit our school some Sunday. 
It’s a tower of Babel turned loose, and yet above all the 
noise you can hear the superintendent’s voice. No radio 
loud speaker has anything on him! ” The acceptable 
platform presider, by his moral earnestness, quiet, sin- 
cere manner, and well modulated voice, does much to 
create attention, respect and morale. Good appearance, 
—the superintendent’s personal appearance should not 

119 


120 CHURCH-SCHOOL LEADERSHIP 


be extreme; he, of course, will be clean-faced, clean- 
collared, clean-clothed, with necktie in place, hair ad- 
justed, shoes polished,—in brief, neither fussy nor 
mussy looking, but so sensibly groomed that no one, 
young or old, will ever have occasion to think or remark 
about his appearance. Why dwell on this seemingly 
insignificant matter? Simply because it is not insignifi- 
cant, for he is the ‘‘ most seen ”’ man at church school, 
and neither slovenliness nor ‘“ beau-brummellness ” 
should mark him for comment. In a sense, he is not 
only a sign-post to be seen, but a guide-post to be 
followed. 

Many a good, capable superintendent has discounted 
his position and halved his influence, especially with 
young people, by being careless or odd in his clothes. 
Good disposition,—he should keep his temper always, 
for nobody else wants it. A nervous, irritable, cranky 
superintendent puts all things awry. Like begets like. 
The church school is no place for hot words, holy — 
tones, or cross word puzzles or persons. ‘The superin- 
tendent needs to keep his barrel full of cheerfulness, 
patience, and tact. He should love the Bible, the 
church, and his Lord supremely. His interest in child- 
ren should be more than sentimental fascination; he 
should have an abiding love for all. He should special- 
ize in “ just folks.” Then, he, too, personally should 
grow. When he ceases to be learner, he ceases to be 
leader. Study is the price of his perennial progress. 
He cannot remain static. Ejither he goes forward, or 
finds himself in reverse gears. He should read a book 
a month on church-school work. He must keep up,— 
knowledge uw, vision up, and efficiency wp. His asso- 
ciates will attain and maintain just about the level of 
their leader, certainly no higher. It may surprise some 


THE SUPERINTENDENT 121 


superintendent whose eyes fall on this page, but every 
superintendent should resolutely set himself to the 
securing of an International Standard Leadership 
diploma, specializing in administration. The ladder, 
after all, is not a long one, and he mounts it rung by 
rung. There’s a thrill at the top. He should subscribe 
for and read church-school magazines, denominational 
and interdenominational, issued for the information and 
inspiration of church-school administrators like himself. 
Practically every business or profession in these days 
has its trade journal. At the superintendent’s elbow 
every month should be the International Journal of 
Religious Education; not alone for himself, if he is a 
real general he will see to it that his divisional, depart- 
mental, and other lieutenants regularly read such litera- 
ture. He will attend conventions, institutes, adminis- 
trative conferences, pray, read, and think himself full. 


THE SUPERINTENDENT AND HIS SCORE OF “ NOTS ” 


The superintendent’s score-board may be full of 
“nots ” every one of which he should carefully observe, 
and, if any belong to him, cheerfully remove them. 

One, The superintendent should not be late at a 
single session of his school; better be there a full half 
hour ahead of the opening time. Nor should he be 
absent, except in cases of serious illness or when a busi- 
ness engagement has been made for him over which he 
has no control, and one so important that he must keep 
it. We are thinking of two faithful superintendents, 
one a corporation lawyer who for thirteen years every 
Saturday, or Saturday night, made a railway journey of 
nearly two hundred and fifty miles to be at his Sunday 
school; and of another, himself a railway president, 
who for a longer period of time traveled nearly five hun- 


122 CHURCH-SCHOOL LEADERSHIP 


dred miles each week end to be with his school. God 
has highly honored the fidelity of these, His servants. 

Two. The superintendent will zot open each session 
with ‘‘ Three hymns and a prayer,” or himself conduct 
or permit a leader to conduct ‘‘opening exercises.” 
Such exercises do not strengthen anybody. Instead, 
let him say, when perfect quiet reigns, “ we will open 
our worship service this morning,” or ‘‘ we will begin 
our worship by singing hymn—,” or still better, with 
an order of worship well known to all, let the superin- 
tendent stand in his place, as the organ or piano quietly 
plays the signal to come to order, and then, as the music 
stops, the ‘call to worship ” will be recited in unison, 
after which, the other parts of the worship harmoni- 
ously blended, will follow. 

Three. A superintendent should not pound a bell or 
pound the air to get and keep order. A good book on 
church-school administration will put the old bell out 
of business, and show him a wiser use of the air. 

Four. The superintendent should zotf become 
monotonous in his platform work; he should shun ruts 
as he would dirt-debt-and-devil. In many schools, the 
ruts have become canyons or chasms of despair. A 
man named Jones (apologies to the noble Jones) was 
superintendent of a church school. A stranger heard 
him called M. I. G. Jones and was curious to know his 
full name. After the very first session the stranger 
attended, he was not shocked at all when informed 
that M. 1. G. meant move-in-groove. 

Five, The superintendent should not review or at- 
tempt to review the church-school lesson. Of course, 
in the well organized, graded school, there is no one 
lesson to be reviewed; but in a school where uniform 
lessons are the only ones used, it is a slam on the teach- 


THE SUPERINTENDENT 123 


ing ability of his teachers for the superintendent 
(manifestly not a teacher) to go-over-the-ground again. 
Both teachers and pupils do not need it, nor want it. 
If he must talk, let him choose a thought and quickly 
say it. 

Six. The superintendent must zot allow the opening 
worship to run over into the teaching period, nor per- 
mit pastor or “ distinguished visitor’ to speak “ be- 
yond reason.” Nor will he fail to close promptly, if 
the church school is before the morning worship, even 
as he expects, when the church school meets after the 
church services, for the pastor to “let folks out” on 
time. 

Seven. The superintendent should zof interrupt 
teachers while they are teaching their lessons, by an 
errand of his own, or by introducing visitors, nor will 
he permit Tom-Dick-and-Harry to disturb classes by 
distributing papers or supplies, or by taking the offer- 
ing, or by making announcements. Where classes have 
separate class rooms, a “ servidor ” cabinet in the wall, 
having outside and inside doors should be provided 
large enough to contain papers, books, offering envel- 
opes, if such are used. The teacher’s precious thirty 
minutes must be sacredly guarded by the superin- 
tendent and his helpers. 

Eighth, The superintendent should zoé talk the 
church school to death, or lecture it black-in-the-face 
on self-assigned topics. ‘‘ Died cf asphyxiation ” is not 
an appropriate church-school epitaph. Neither should 
he scold the school, nor criticize a teacher or officer, nor 
publicly discipline a pupil. If he is just-plum-mad at 
everybody, let him beat a retreat through the back 
door to his own back yard, where he can kick out his 


124 CHURCH-SCHOOL LEADERSHIP 


ugliness on some insensate post or stone wall. A fit 
of this sort means he is a misfit as superintendent. 

Nine. ‘The superintendent should not resort to tricks 
or cheapness of any kind to increase attendance, inter- 
est or finances. Better use saner, well-tried plans that 
merit educational approval. Sometimes the more 
haste the less speed. Highgrade, common sense 
methods win the day and results that are praiseworthy 
and permanent. 

Ten. ‘The superintendent should nof, on his own 
initiative and responsibility, select or dismiss regular 
teachers. No school should confer upon him such 
authority. Wise superintendents do not take such 
risks. There’s a better way. ‘There will be times, in 
an emergency, when substitutes will be and should be 
chosen by him. However, permanent teachers should 
be selected by a committee of three,—pastor, superin- 
tendent, and departmental principal. 

Eleven, The superintendent should mot make any 
announcement from the platform that can be put on a 
bulletin board or otherwise posted. 

Twelve. ‘The thoughtful superintendent will noé let 
a stupid or stubborn sexton deaden the school by over- 
heated or under-heated, dimly lighted or poorly venti- 
lated, stuffy rooms. ‘There are some remarkably sen- 
sible janitors, but many of them know nothing about 
the science of heating. Many act as if they believed 
that “ church-air””? was consecrated and should not be 
contaminated by “outside influences.” Instead of 
throwing wide open the windows to God’s pure air, or 
pumping it in artificially, they hermetically seal the 
dead air and proceed to resuscitate it by a furious fur- 
nace. No wonder even wide awake preachers and 
teachers find it difficult to keep some auditors from 


THE SUPERINTENDENT 125 


going to sleep. These sleepy saints are being poisoned, 
slowly but surely. 

Thirteen. 'The superintendent should zoé call on a 
stranger to address the school unless some reliable per- 
son can vouch for his character and message. Quite 
often ‘‘ droppers in” drop a monkey wrench into the 
machinery. We well remember how a kind-hearted 
superintendent fell for the honeyed words of a man 
who proved to be an arch deceiver and scoundrel. He 
claimed to be a converted Russian Jew. For looks he 
was clever; as a conversationalist he was charming. 
His story had the pathos and thrill of the martyrs. He 
literally stood the members of a men’s class on their 
heads, punctured their tear sacs, emptied their pockets, 
and left town with a little less than a bushel of good 
American shekels. In a neighboring city he was sus- 
pected, grilled, and made to confess that he was born 
in an eastern state, had never seen Russia, was not a 
Christian, and for months had been living on this easy 
money scooped in by a fictitious story. Worthy people 
will come endorsed and will be helped. 

_ Fourteen. ‘The superintendent will xot permit his 

school to be stampeded for any so-called cause. His 
twin graces are courtesy and caution. Needy objects 
not included in the regular church and school budget 
can be investigated and, if worthy, a brief appeal may 
be permitted and the giving left to individual interest. 

Fifteen, The superintendent who is a real executive 
will mot permit the school to be over-organized. A 
small school over-organized is like a small house over- 
stocked with furniture and bric-a-brac. There are 
many activities that have only tangent or temporary 
interest and do not need an organization, a department, 
or an officer for their proper functioning. It is a mis- 


126 CHURCH-SCHOOL LEADERSHIP 


take to create an organization around every activity. 
That is the raison detre for our organizational folly. 

Sixteen, The superintendent should not be eccentric 
in dress, manner, or speech, or in his thinking, planning, 
or leadership movements. 

Seventeen. The good superintendent will not be pre- 
judicial and partial in his treatment of his associates in 
the school. 

Eighteen. The superintendent should not be jealous 
of pastor, director of religious education, or any other 
worker who has a bigger Sunday-school vision than 
himself. 

Nineteen. ‘The superintendent will mof miss the 
workers’ conference, nor the meeting of the school 
council. His frequent running-in-a-minute to the de- 
partmental councils will be welcomed. 

Twenty. ‘The superintendent should not expect a 
life-tenure of office, mistaking friendship, confidence, 
and good will for a license to run the school his own 
way forever and a day. 


THE SUPERINTENDENT AND HIS CHURCH 


The church-school superintendent is a church officer 
and in most churches the highest ranking officer next 
to the pastor. If, in a large church, where there is 
also a director of religious education, the pastor, direc- 
tor, and himself are the three chosen ones to render 
high and holy service. These three often will be in 
conference, with mutual understanding of each other’s 
duties. The superintendent will seek the pastor’s coun- 
sel constantly, welcome his presence in the school, not 
only as the pastor of the church, but in very truth the 
pastor of the school, and give him the privilege of the 
school platform any time he has a message. The pas- 


THE SUPERINTENDENT 127 


tor in return will seek the advice of the superintendent, 
and will never misuse his school connection. The 
superintendent, likewise, will give every possible assist- 
ance to the director of religious education in the educa- 
tional direction and conduct of the school, so that it 
may become a school indeed, with best educational 
standards. The superintendent will profit much by the 
educational vision and supervision of the director of 
religious education. Their relationships should always 
be cordial and constructive. In a large school where 
the church has a board of religious education and direc- 
tor of religious education, responsible for the selection 
of teachers, the pastor, the superintendent, and depart- 
mental principal concerned should serve as counsellors 
and perhaps initiate the nomination. In no church 
school should trained departmental principals’ teacher- 
suggestions be. ignored. Such a principal is more 
anxious for an efficient teaching staff than any one else. 
In a small school where the church has no board of 
religious education, the teacher-selection committee 
should be the pastor, the superintendent, and the prin- 
cipal of the department where the teacher is to serve. 
Perhaps it is opportune here to say that each teacher 
when invited should be told frankly, graciously that 
the position is temporary until satisfactory service is 
assured. 

The church board of religious education, or other 
proper body, should nominate, and the church elect the 
superintendent annually. It is a mistake ever to elect 
a superintendent for a longer period than twelve 
months. The faithful, competent one will be and 
should be re-elected. Church-school work is at the 
very heart of the church’s character building enter- 
prise. A short term gives a quick return of the chance 


128 CHURCH-SCHOOL LEADERSHIP 


to permit a bungler to retire. A once-in, long-termer 
can gather about himself, after the manner of a ward- 
politician, a crew of friendly but unreliable mates, that 
may wreck the church-school ship or lazily lower the 
flag of efficiency and “let her drift.” ‘‘ He’s a good 
man and ought to quit, but we can’t bear the thought 
of hurting his feelings.” Did you ever hear it? Of 
how much more value are the scores or hundreds of 
boys and girls whose religious education is at stake than 
the feelings of any one individual. The church board 
of religious education is the one group to quietly, 
kindly, lovingly, affect a change. 


THE SUPERINTENDENT AND HIS SCHOOL 


The church school should become the superin- 
tendent’s “ruling passion”’; after his home, it should 
be the one institution nearest his heart. He should get 
a church-school vision as the church’s chief educational 
agency—a vision that will lift him high enough to see 
over the ruts into which the school may have been mov- 
ing. He should know the church school as an organi- 
zation, even as an expert machinist knows an auto with 
the construction, adjustment, and function of all parts. 
If he is foresighted, he will buy, read, and heed such 
a manual as this on church-school leadership, for he 
must not fail as an organizer and administrator. There- 
unto was he called, particularly to be a platform execu- 
tive, accurate, courteous, and expeditious. His 
“ schedulitis ” must be beyond the reach of surgeon’s 
knife. He will be quiet and reverent about it, but he 
will keep things moving. As a far-sighted engineer, he 
will prepare his Sunday session programs several weeks 
in advance, noting every detail. He will be especially 
solicitous that the opening worship period be real wor- 


THE SUPERINTENDENT 129 


ship; that there be spiritual harmony in scriptures used, 
hymns sung, stories told, prayers offered. If the school 
has a director of worship, the superintendent will co- 
operate with him and the pastor in the construction of 
worship programs, or he himself should conduct the 
worship. He will not tolerate for one moment jazz in 
orchestra or in songs. Jazz heads nobody toward a 
prayer meeting or prepares nobody’s head for profitable 
Bible study. Quite often, church-school publications 
carry acceptable samples of worship services. The 
superintendent that must work this out for himself will 
consult books on worship and books of worship and 
seek to put the best spiritual values into every Sun- 
day’s program. At every session he should exalt the 
Word of God and the Son of God. A sample program 
outline is here offered as merely suggestive to superin- 
tendents: 


1. Prelude by orchestra or piano (stopping on exact 
minute of opening time)—such stopping, a signal for 
silence. 

2. Call to worship, silent prayer, and a sentence invo- 
cation by superintendent or chanted by choir. 

3. Scripture reading or reciting (never the lesson of 
the day, but some Psalm or other devotional portion). 

4. Hymn (of praise). 

5. School prayer (if possible by a different person 
each Sunday), followed by the Lord’s Prayer in unison, 
and the Gloria. 

6. Hymn (of consecration). 

7. Worship story or brief inspirational talk (not over 
three minutes), followed by silent prayer. 

8. Announcements (fewest possible, and only ones 
not posted). 

9. Teaching period (uninterrupted by anybody). 

10. Warning bell for closing of teaching period (rung 
five minutes before the end of the lesson). 


130 CHURCH-SCHOOL LEADERSHIP 


11. Interlude by orchestra or piano while school re- 
assembles. 

12. Hymn (of service). 

13. Benedictory sentence and prayer (all standing). 

14. Postlude by orchestra or piano, quietly, reverently 
played, while all are seated in silent prayer and remain 
seated until music ceases. 


The superintendent will be anxious for the church 
school to own and use an up-to-date workers’ library, 
he himself giving especial attention to the securing of 
books that will give definite help to his secretarial and 
expressional administrators. 

Whatever committees are needed from time to time 
to carry out specific phases of the church-school life 
and work, not provided for in the officiary, should be 
appointed. by the superintendent. 

The superintendent will keep at his home and office 
a full duplicate set of information cards prepared by 
the director of records. 

Three or four times a year he will invite to his home, 
if at all possible, his full official and teaching staff, not 
to “ talk shop,”’ but to have an informal evening of fine 
fellowship which will mean greater joy and efficiency in 
the common tasks. 

Where there is no church director of religious edu- 
cation or educational superintendent, he, with the pas- 
tor, should assist the teachers in selecting courses of 
study for their classes. 

No matter how big the school, if there is an assembly 
room large enough, the superintendent should arrange 
to have the whole school together at least four times 
each year: (1) rally and promotion day, (2) Christ- 
mas, (3) Easter, and (4) children’s day. It is also in 
many cases highly desirable on these great “ feast 


THE SUPERINTENDENT 131 


days ” of the church-school year, to have a combined 
church-school-church service, permitting the beginners 
and primary departments to be dismissed at the “ half- 
way house.” As a combined church-school-church ser- 
vice, the pastor and superintendent will jointly preside. 
The pastor, instead of preaching a sermon as such, will 
use these happy occasions for a brief, special religious 
education message reaching parents and non-church- 
school attending adults, as well as the regular church- 
school constituency. These are the mountain peaks of 
the year when both superintendent and pastor should 
magnify the teaching ministry of the church, and the 
duty of the whole church to religiously educate its 
whole parish, young and old. If the church employs a 
director of religious education, then on these “ oppor- 
tunity ” days perhaps the superintendent should pre- 
side throughout the entire combined service and both 
the pastor and director of religious education should 
each speak ten or fifteen minutes on subjects which they 
mutually agree upon as important for the day observed. 

If ever there comes a time when his best friends feel 
that he has become arbitrary, dictatorial, and therefore 
selfish in his conduct of the school, or if he has struck a 
dead level and progress ceases, then for the good of the 
school, he should gracefully step down and out. 


THE SUPERINTENDENT AND HIS OFFICERS 


The good superintendent will be interested person- 
ally and professionally in his officers. As a rule, he 
should be given the power to nominate those immedi- 
ately associated with him in the general executive 
leadership of the school; these in turn should be ap- 
proved by the church board of religious education, or 
other proper board, and elected by the school. As far 


182 CHURCH-SCHOOL LEADERSHIP 


as church-school efficiency is concerned, it is as neces- 
sary and reasonable for the church-school superin- 
tendent to select his cabinet as it is for the president of 
the United States to name his. If, at the time of elec- 
tion, any one of the superintendent’s nominees should 
be opposed, the privilege of naming a substitute should 
be granted him. Immediately after election, he will call 
his cabinet for the detailing of specific duties, for which 
he will hold them responsible. It is at such times that 
he shows himself the real executive. It is well for him 
to discuss fully with them their respective obligations, 
perhaps having ready and distributing books and maga- 
zine articles bearing directly on each officer’s work. 
The diplomatic superintendent will find that it pays 
well to sincerely commend his associates, giving them 
public recognition; he will thus command their respect, 
win their confidence, and gain their loyal support. In 
his superintendent’s notebook (small pocket, looseleaf 
one), he will keep a memoranda of the strength and 
weakness of each officer, and tactfully, privately offer 
suggestions. ‘‘ Spring fever’ may set in in November; 
often a book will put iron in the blood, giving ambition 
and skill to an indifferent, though capable, helper. He 
will encourage attendance at institutes and conventions 
for the same reason. Frequent cabinet meetings will 
make possible plan-discussions and program making 
that will guarantee team work and success. 


THE SUPERINTENDENT AND HIS TEACHERS 


In the event of a church director of religious educa- 
tion or educational superintendent having chief respon-_ 
sibility for the teachers and their teaching, the super- 
intendent would, nevertheless, manifest constant and 
kindly interest. In the absence of these officers, he 


THE SUPERINTENDENT | 133 


must carry on his heart all the work of every teacher. 
His vital concern will show itself in some of the follow- 
ing ways: (1) monthly conferences with all teachers 
for prayer and spiritual growth, (2) personal confer- 
ences with them concerning their class and pupil prob- 
lems, (3) provision for convenient and comfortable 
teaching conditions, room and equipment, and teach- 
ing material, (4) urge them to secure standard leader- 
ship training diplomas as soon as possible, (5) encour- 
age them in reading books and journals, and in attend- 
ing schools of methods and conventions, (6) be on look- 
out for promising young people from sixteen years of 
age up who would make prospective officers and teach- 
ers, (7) arrange for regular meetings of departmental 
groups with expert help for the teachers, (8) occa- 
sional letters of cheer and best wishes, (9) calling on 
those who are sick, (10) sending birthday and other 
congratulatory messages, (11) give special attention 
to new teachers with a public welcome to the teaching 
staff of the school, (12) prepare list of available sub- 
stitute teachers, getting their choices and consent, on 
reasonable notice, to fill in the gaps, (13) participate 
in the installation of teachers, (14) remember all his 
teachers in private prayer, calling them by name. 

A superintendent that will, in these ways, encompass 
his teachers will have a loyal staff rendering commend- 
able and immeasurable service. 


THE SUPERINTENDENT AND HIS PUPILS 
The superintendent should constantly be concerned 
for the growth, happiness, and loyalty of his pupils. To 
this end the following suggestions are offered: (1) 
Publicly recognize new pupils in their departments, or 
before the whole school, by bestowing upon them a 


134 CHURCH-SCHOOL LEADERSHIP 


school button, pin, or certificate of membership; (2) 
each pupil; (3) if printed cards are sent to absentee 
through the director of records, keep a card-calendar 
index of all birthdays and send a birthday greeting to 
pupils, these cards should carry his signature (an elec- 
tro signature can be used); (4) speak a word, as occa- 
sion may offer, to juniors and junior high school pupils 
about accepting Christ as a personal Saviour; (5) send 
congratulatory letters when a pupil publicly confesses 
Christ as Saviour and Lord and unites with the church; 
(6) if in a small school, the superintendent should come 
into that intimate fellowship which will enable him to 
know his pupils by their first names and thus greet 
them wherever and whenever they meet; (7) as a busi- 
ness man and Sunday school leader, young people will 
doubtless seek his advice as to a life work; he will 
gladly, prayerfully help; (8) occasionally, before the 
whole school, hold up a good, wholesome book and 
commend it as a book which pupils of certain ages 
should read; (9) help classes select names, slogans, 
colors, pins, songs, etc.; (10) use junior, intermediate, 
and senior pupils on committees, sometimes assigning 
a task to a whole group or class; (11) often a boy’s 
messenger service, or a girl’s flower service is a bond 
that holds and yields large returns; (12) institute an 
honor system with percentage grading on six points: 
(a) church-school attendance, (b) on time, (c) Bible 
brought, (d) lesson studied, (e) offering given, (f) 
church attendance; (13) be glad to enter into the socia- 
bility interests of the children and young people that 
center in the church building, and occasionally partici- 
pate in their good times, or, at any rate, when possible, 
be present a few minutes to show his good will, for if 
he gives attention to their week-day play life, that has 


THE SUPERINTENDENT | 135 


their major interest, they will reciprocate and give at- 
tention on Sundays to the things that claim his time; 
(14) after all, their spiritual welfare will be nearest the 
heart of every sincere, devoted superintendent. 


THE SUPERINTENDENT AND HIS COMMUNITY 


The superintendent will be a good citizen and give 
time, money, and strength to every community move- 
ment which has as its purpose the moral and social wel- 
fare of children and youth. He will know where the dan- 
gerous places are. He will unite with all high-minded 
men and women in making a decent city or district in 
which to live and rear families. He will give any re- 
spectable press reporter the glad hand who comes for 
a church school “ story” that has general news value 
for the public. He will set forward the work of the 
public schools, grateful for what they do. The super- 
intendent will cultivate the acquaintance, rejoice in the 
success, and appreciate the good will of all his fellow 
superintendents of all denominations, and will enthusi- 
astically share in the work of interdenominational com- 
munity councils of religious education. In brief, as far 
as in him lies, he will be a citizen of no mean city, con- 
secrating himself to the great cause of the religious edu- 
cation of childhood and youth. 





IV 
SUPERVISORY LEADERSHIP 





IX 
KNOWING AND LEADING CHILDREN 


periods of growth and development of childhood, 

and practical leadership methods, with the hope 
that two things may be accomplished: (1) that the 
information sketchily given may be of immediate help 
to beginners in church-school leadership, and (2) that 
this glimpse may create a yearning to know more, to 
live long in the world-of-children, to walk and talk with 
them in every highway and by-way of their lives. To 
achieve this second thing, supervisors and teachers 
should avail themselves of the standard courses of lead- 
ership training. 

There is probably no age group so important as 
that bounded by birth, and puberty, the physical re- 
birth. In every church school, large or small, there 
should be a trained supervisor of children’s work. To 
that supervisor the school and the parents hand over 
a sacred trust to be faithfully kept. The supervisor, 
even in the small school, serving without remuneration, 
but not without reward, should conscientiously equip 
herself, and also do all in her power to train or secure 
training for all the teachers of the children’s division. 
In the large church school, an efficient supervisor 
should be employed on salary. 

The usually accepted divisions of childhood, physic- 
ally and mentally speaking, are: babyhood, from birth 
on through years one, two, and three; early childhood, 

139 


I: this chapter, we present an airplane view of the 


140 CHURCH-SCHOOL LEADERSHIP 


years four and five; middle childhood, years six, seven, 
and eight or nine; later childhood, years nine, ten, and 
eleven (or twelve or later). Calendars cannot deter- 
mine absolute limits; especially is this true of the later 
years. The coming of puberty is the end of childhood, 
no matter what the calendar says. However, these age 
limits, set within the whole range of childhood, are 
fairly accurate for the periods of growth and develop- 
ment of normal children. 

For purposes of church-school supervision, these 
more or less natural periods constitute the well-known 
age groups called: cradle roll, beginners, primary, and 
juniors. 

Skilful supervision and teaching are wholly depend- 
ent on an accurate knowledge of the marked traits of 
these areas of life. This may be intuitive, but none the 
less real and important. In recent years, a number of 
books, or chapters in books, and magazine articles have 
appeared to guide church-school workers into a fuller 
understanding of the nature and needs of child life. 
For that reason, our treatment will be paragraphically 
put, with no attempt at more than a simple sketch. As 
we approach this outline study there comes to mind 
these lines of Marion Craig: 


GOD OF THE HEART AND HAND 


“God of the heart and hand, 
Teach me to understand; 
I have forgotten in the long, long years, 
All of my little childish hopes and fears. 
It was so very, very long ago 
Since I was in the world the little children know; 
I have forgotten what I used to play 
And dream and do, in that forgotten yesterday ; 
And the wide wonder of my childish eyes, 


KNOWING AND LEADING CHILDREN 141 


Since I have grown so old and worldly wise. 

Yet now these come to me with faces raised to mine 
These little ones, dear Father, they are thine! 
Teach me to lead them to thy own true light, 

Help me to guide their little feet aright. 


“ God of the heart and hand, 
Teach me to understand; 
I know so little of the thought that lies 
Back of the shining of those childish eyes; 
I guess so little of the wonder there 
Under the curling of the sunny hair; 
It was so very, very long ago 
Since I, too, knew the things that children know; 
Yet, hast thou given them to me to lead. 
Out of thy wisdom, grant me all I need; 
Patience of purpose, faith and tenderness, 
Trusting thy perfect love to lead and bless. 
Help me to remember. O, for this I pray, 
Make me again the child of yesterday; 
Teach me to understand.” 


- While in this chapter, we offer marked characteris- 
tics of normal children in their different age areas of 
life, it is well to keep in mind that children at the same 
calendar age vary much because of heredity and en- 
vironment, by all that native ability and training can 
do for them. There are at least seven kinds of ages, 
viz.: (1) the calendar-age (chronological), (2) body- 
age (physiological), (3) mind-age (psychological), (4) 
school-age (pedagogical), (5) social-age (sociologi- 
cal), (6) moral-age (ethical), and (7) religious-age 
(theological). For example, a little girl coming to her 
eighth birthday anniversary may be physically about 
six, mentally, nine, in school with seven-year-olds, be- 
cause late in starting, socially at least ten, morally and 
religiously, perhaps ten or eleven. Or a boy may be 


142 CHURCH-SCHOOL LEADERSHIP 


nine by the calendar, twelve in body, eight in mind, 
third grade in school, and only a seven or less in moral 
and religious measurements. 

The church-school leader of children then will un- 
derstand that the nature of cradle roll, beginners, pri- 
mary, and junior children briefly described in this 
chapter is to help her to know what she may generally 
expect to find in the child life of these four age groups. 


BABYHOOD, OR THE CRADLE ROLL CHILD 

We think of the years from birth to the fourth anni- 
versary of birth as babyhood, the pre-kindergarten 
period, classified in church-school nomenclature as the 
cradle roll. They are years of most rapid proportion- 
ate physical growth, and other changes, which gives the 
period an indescribable fascination to all real lovers of 
child life. 

The baby comes into his new world with certain phy- 
sical and mental equipment: reflexes which are simple 
reactions to environment, breathing, winking, twisting, 
and the like; zustincts, chains of reflexes, more complex 
reactions, ‘“‘ inborn tendencies toward specified modes 
of behavior,” such as feeding, and later, fear, and many 
others; 7mpulses, such as reaching, prattling, crawling, 
and walking (if unused, they disappear; if used, they 
ripen into habits and become a part of the instinctive 
inheritance of the race); consciousness or awareness, 
the creative element in the growth and development of 
the child as his hungry senses “literally eat up” his 
environmental stimuli. 

The leader of these tiny tots is a nurturer in the high- 
est, holiest sense, and therefore, must be carefully, 
prayerfully selected. To rare intelligence must be 
added the spiritual characteristics of a sensitive, sym- 


KNOWING AND LEADING CHILDREN 143 


pathetic soul, for this leader is the discoverer of desir- 
able reflexes, impulses, instincts, and the developer of 
these into the worth-while habits that hold the life 
steady and true through all the years. 


THE CRADLE ROLL DEPARTMENT 


Origin. ‘The cradle roll idea began in the Central 
Baptist Church of Elizabeth, New Jersey, in 1884, and 
has spread until there are thousands of cradle rolls all 
over the world. In the United States alone, there are 
probably one and one-half million enrolled in more than 
fifty thousand cradle roll departments. 

A Bit of Prophecy. Present indications in the litera- 
ture of child life and in the practice of kindergarten 
colleges, lead us to believe that in the next decade far 
more attention will be given to this pre-school age child 
than is now given to the beginners. For this reason, we 
give in this chapter more space to the consideration of 
the cradle roll department. 

Rooms for Bible Roll Classes,—the prettiest of all 
church-school rooms, homelike, sunlit, well heated, and 
ventilated, tinted walls, attractive curtains and shades. 

Equipment. Warm rug, tiny chairs, blackboards set 
low, flowering plants, perhaps birds in cages by win- 
dows, blocks and objects of interest. 

Program. Simple, varied, short, exercises (finger, 
motion, marching); the songs, prayers, and stories, all 
should be short, and with much repetition. 

Courses. The best present object lessons which are 
very simple and arranged in ten group subjects: the 
food we eat, the clothes we wear, the houses we live in, 
our families, our helpers, other helpers, our pets, the 
world of outdoors, ourselves, little duties. There are 
four to seven lessons in each group, total fifty-two, or 


144 CHURCH-SCHOOL LEADERSHIP 


enough for one whole year. Special lessons for Christ- 
mas and other seasons. These should start the first 
Sunday in October. Teachers’ equipment consists of 
her text-book, a nest of colored picture blocks, a box of 
objects, and a set of picture folders for the child to take 
home. | 

Ways of Securing Members for the Cradle Roll De- 
partment. ‘The following ways have been tried: (1) 
pastor’s visitation records, (2) through personal visits 
of cradle roll principal, (3) ‘home department princi- 
pal’s visits, (4) secured at time of church-school cen- 
sus, house-to-house visitation, (5) pastor’s pulpit invi- 
tation to parents, (6) through notices in church calen- 
dar or weekly bulletin, (7) church-school superinten- 
dent’s interest and appeals, (8) definite listing of names 
of babies whose brothers and sisters are in different 
departments of church school, (9) watching birth 
notices in daily papers, (10) watching moving vans 
which carry baby carriages, (11) friendly conversa- 
tions by cradle roll principal with mothers seen on street 
pushing baby carriages, (12) through calls made by 
visitors as helpers to cradle roll principal, (13) through 
posters which carry pictures and invitations, (14) 
through letters and postcards sent by church-school offi- 
cers, (15) through parent-teacher associations, moth- 
ers’ club, and classes, (16) through special effort on 
children’s day, (17) through definite enlistment on the 
annual cradle roll day. 

Advantages of a Cradle Roll Department: (1) Heads 
the child churchward and Christward; (2) commends 
itself to Christ, who said, “Let the little children 
come;” (3) creates a bond of interest between parents 
and the church and church school; (4) often enlists 
mothers in a mothers’ club or parent-teacher associa- 


KNOWING AND LEADING CHILDREN 145 


tion; (5) sometimes makes possible a mothers’ class 
at the church school; (6) often the means of winning 
non-church-going parents to Christ and the church; (7) 
puts responsibility upon parents for the Christian nur- 
ture of their children; (8) gives the church and church 
school a sort of first mortgage on the child; (9) one of 
the best ways of recruiting the church school; (10) 
gives a wide open home-door to the pastor or church 
visitor; (11) a large, successful department attracts 
special and favorable attention to the church or church 
school with which connected; (12) awakens in the 
church itself the sense of obligation and the privilege 
of ministering to children; (13) often puts the church 
next to some of its finest, quiet, constructive charity 
work; and (14) offers service to the cradle roll princi- 
pal and many young people as visitors and helpers. 

The Principal’s Privileges and Duties: (1) Enrolls 
the babies, using index cards for purpose (date, name, 
birthday, father’s name, mother’s name, names of 
brothers or sisters in church school, address); (2) ar- 
ranges public recognition service for the new depart- 
ment before the whole church school; (3) invites 
mothers to be present and provides helpers for them; 
(4) gives certificates of membership; (5) places names 
on the church school’s large cradle roll; (6) selects 
competent assistants (room helpers, bright girls in mid- 
dle teens, often best—home visitors, visitors should be 
more mature so they can better understand and help 
mothers,—messengers, often from the juniors to carry 
letters, notices, membership cards, literature, etc.); (7) 
trains and directs these assistants through reading and 
study courses; (8) enlists the interest of adult classes 
or church groups, men or women, (a) where charity is 
needed, (b) where automobiles are needed; (9) keeps 


146 CHURCH-SCHOOL LEADERSHIP 


in touch with pastor or church visitor in cases needing 
pastoral ministry; (10) sends birthday cards, flowers, 
and letters of cheer and condolence; (11) visits the 
babies’ homes, especially in time of sickness and sor- 
row; (12) keeps the cradle roll department constantly 
before the church school and church; (13) conducts 
cradle roll parties; (14) in some cases makes provision 
for cradle roll nursery at church; (15) prepares the 
cradle roll department for participation in special 
church-school events (rally day in autumn, promotion 
day in autumn, Christmas, Easter, children’s week in 
April, children’s day in June, cradle roll day); (16) 
promotes mothers’ club or class, suggesting books and 
courses, prayers, stories, and songs; (17) circulates 
literature for mothers; (18) supervises Sunday instruc- 
tion for older cradle roll members, selecting courses 
and securing teachers; (19) prepares annual report for 
the church-school superintendent. 


A GLANCE AT THE BEGINNER’S CHILD 

The little child four and five has the following traits: 
(1) a fidgety moving about; (2) a flitting imagination; 
(3) a play spirit; (4) an insatiable curiosity; (5) a 
frankness in speech,and manner; (6) a limited vocab- 
ulary; (7) a small range of interests; (8) a circum- 
scribed experience; (9) a pliability in muscle and in 
mind; (10) a lack of concentration; (11) a sensitive- 
ness; and (12) a credulity that must not be shattered 
but nurtured into a lifelong faith. 


THE BEGINNERS’ DEPARTMENT 
Children’s supervisors have set up certain standards 
based on the nature of early childhood,—upon what 
seems to be possible for a child of four and five. The 


KNOWING AND LEADING CHILDREN 147 


so-called international standards may be stated here in 
substance. Although they need revision, they point the 
way. 

Conduct Expected: Love, trust, and reverence for 
God, association of the heavenly Father with daily life, 
right behavior, love for God through prayer, praise, and 
effort to please Him, love for others through acts of 
helpfulness. 

Child Should Have: A knowledge of the power of 
God to give love, protection, and care, a consciousness 
of God as his heavenly Father and Jesus Christ as his 
friend, ideals of right conduct, opportunities for wor- 
ship, opportunities for helpautness. 

Provision Should Be Made for: (1) Retinoids in- 
struction and religious experience suited to the child of 
beginners’ age, secured through the use of beginners’ 
graded lessons, the story method and informal conver- 
sations with pictures and objects, contact with nature; 
(2) an environment which fosters religious feeling, 
secured by providing a separate room (curtained or 
screened place where room is not available), making 
the room or corner attractive, homelike, and childlike, 
lighted and well ventilated, appropriate in color and 
decoration, furnishing chairs suitable for little children 
(preferably arranged in a circle), adequate materials 
for teacher and children, having separate program for 
the entire session where room is available; (3) oppor- 
tunities for self-expression, secured through worship 
in song, prayer, offerings, and Bible verses, conversa- 
tion, retelling of stories and handwork, self-control, and 
deeds of kindness; (4) teachers qualified by nature, 
training, and religious experience, that is, teachers who 
possess a sympathetic understanding of child life, have 
a personality attractive and helpful to children, seek 


148 CHURCH-SCHOOL LEADERSHIP 


frequent contact with little children in their home, 
school, and play life, graduates or students in a train- 
ing course, and who lead a sincere Christian life; 
(5) children of similar interests and limitations 
grouped into a beginners’ class or department, compris- 
ing children four and five years of age, having a teacher 
or principal and assistants, and the promoting of chil- 
dren about six years of age to the primary department 
on annual promotion day. 

Lessons: 'The two-year course prepared by Frances 
W. Danielson has set a high standard. ‘There are 
other good courses. 

Expression for Beginners: (1) Handwork, such as 
picture pasting, coloring, tracing, paper cutting, tearing 
and foldings, sand table, and simple clay modeling; 
(2) songs, and (3) prayers that are short, simple, ex- 
pressive of child nature; (4) service for others, 
flowers for sick classmates, shut-in child, or aged. 

Organization and Administration: There are 
needed: principal, teachers, pianist, keeper of records, 
' caretakers, and other assistants. ‘The principal should 
be a lover of children, patient, kind, cheerful, with a 
quiet, pleasing vioce. Her duties are: (1) to train 
and supervise teachers; (2) classify pupils; (3) select 
courses and materials of instruction; (4) arrange all 
programs for Sunday and special days; (5) conduct 
the circle talk and general features of program; 
(6) welcome members from cradle roll class; (7) get 
pupils ready for promotion to primary department; 
(8) keep the beginners’ department before the church 
school; (9) cooperate with homes, for lesson help, in 
times of sickness, birthday greetings, cases of special 
need. | 

Room: Should be (1) large and separate, if pos- 


KNOWING AND LEADING CHILDREN 149 


sible with sound and sight-proof walls; (2) on main 
floor; (3) southeast corner with many windows; 
(4) well heated in winter and cooled in summer; 
(5) good ventilation summer and winter; (6) quiet, 
cheerful color scheme, with walls and ceilings some 
warm tint, with window shades and decorations in 
harmony. 

Equipment: (1) Rug (quiet colors); (2) small, 
white tables, about twenty inches high, if at all; 
(3) small, white chairs, about twelve inches high; 
(4) sand table about twenty inches high; (5) piano, 
(6) wall pictures hung low on level with eyes of chil- 
dren and so they can touch them (copies of best,— 
seasonal, home, animal pets, nature scenes, children 
playing); (7) low-set blackboards; (8) birds and 
flowers; (9) cabinets for lesson courses, teaching ob- 
jects, kindergarten materials, models, scissors, paper, 
paste, etc.; (10) desk for principal and teachers. 

Program: (1) Purpose of program may be, accord- 
ing to Frances W. Danielson, five fold: (a) to create a 
sense of good fellowship and intimacy (greetings); 
(b) to afford opportunity for worship (prayer and 
songs); (c) to call forth the children’s ideas; (d) to 
present new thoughts (story periods); (e) to give 
scope for expression on their part (offering, play, hand- 
work); (2) kind of program, simple, varied, flexible, 
short portions; (3) length of program, a beginners’ 
specialist makes this time schedule: Quiet music and 
greetings, seven minutes; opening prayer and offering, 
eight minutes; circle talk, twenty-two minutes; rest 
period, three minutes; story period, twelve minutes; 
dismissal, eight minutes, making a total of sixty 
minutes. 


150 CHURCH-SCHOOL LEADERSHIP 


A GLANCE AT THE PRIMARY CHILD 


The normal pupil in middle childhood, ages six, 
seven and eight, has the following characteristics: 
(1) a very active body, always wanting to do some- 
thing; (2) mind and heart hunger for knowledge and 
power; (3) intense loyalty to parents, teacher, friend; 
(4) imitation, a deliberate choosing to be and to do as 
others; (5) an inquisitiveness with initiative and per- 
sistence in it; and (6) a more controlled and directed 
imagination. This child ordinarily has started to 
school and, therefore, has an ever-widening social 
horizon, with a large vocabulary, closer observation, 
ever-widening experience, and more complex interests. 

We commend a book by Mary T. Whitley, A Study 
of the Little Child, for workers with beginners, and in 
this connection, also her book, A Study of the Primary 
Child, whose chapter titles are: What They Are as 
They Come to Us—What They Bring to Us—Ways 
They Feel and What They Want to Do—Response to 
New Atmosphere and Relationships—Physical Powers 
—Need of Mental Satisfaction—Imagination—Atti- 
tude Toward People—Modification of Character—Re- 
ligious Growth. 


THE PRIMARY DEPARTMENT 


Primary supervisors hold in substance to the fol- 
lowing so-called International primary standards. 

The conduct of the primary child may manifest: 
Love, trust, reverence, and obedience to God the Father 
and Jesus Christ the Saviour; recognitions of the 
heavenly Father in daily life; love of God through 
worship; love and reverence for God’s Book, God’s 


KNOWING AND LEADING CHILDREN 151 


day, and God’s house; increasing power to act in re- 
sponse to ever-enlarging ideas of what is right and 
desirable; increasing spirit of obedience and helpful- 
ness; and increasing power to give love and forget self 
in social relations. 

The primary child should have: A knowledge of God 
in His love, care, might, and power to give help and 
guidance; a consciousness of God as the heavenly 
Father and Jesus Christ the helper and Saviour; ex- 
perience and training in worship; happy associations 
with God’s Book, God’s day, God’s house; instruction 
concerning what is right and wrong, proper examples 
and opportunities for choosing the right; opportunities 
for helpfulness; and opportunities for play and service 
in cooperation with others. 

Provision should be made for: (1) Religious in- 
struction and religious experience suited to the children 
of primary age, secured through the use of primary 
graded lessons (graded primary supplemental lessons 
with the uniform lessons when used), the story method, 
with pictures, blackboard, and illustrative material, 
graded missionary and other instruction; (2) worship 
which expresses the child’s religious feeling, secured 
through,—appropriate service of worship, reverent 
atmosphere and proper environment, the teacher’s 
spirit and manner, and contact with nature; (3) an en- 
vironment which inspires order and reverence, and is 
conducive to worship and work, secured by,—a sep- 
arate room (curtained or screened place, where a room 
is not available), light and well ventilated, attractive 
decorations and arrangement, comfortable chairs and 
class tables, adequate material for teachers and chil- 
dren, and a separate program for entire session, where 
a room is available; (4) opportunities for self- 


152 CHURCH-SCHOOL LEADERSHIP 


expression alone and with others, secured through,— 
worship in song, prayer, and scriptures, conversation, 
retelling of stories, recalling memory verses and hand- 
work, giving, which includes missionary offerings, and 
unselfishness, self-control, and acts of service; (5) 
teachers qualified by nature, training and religious 
experience; that is, teachers who possess a sympathetic 
understanding of child life, have a personality at- 
tractive and helpful to children, seek frequent contact 
with little children in their home, school, and play 
life, and who are graduates or students in a training 
course, a school of principles and methods, or a com- 
munity training school, lead a sincere Christian life; 
(6) children, six, seven, and eight years of age, grouped 
into a class or department, according to age, interest, 
and ability; in a small school, a primary class separate 
from other classes; in a larger school, a primary de- 
partment, with a principal, officers, class teachers, and 
classes comprising not more than eight children, class 
groups of six-year-olds in grade one, seven in grade 
two, and eight in grade three, and with promotion of 
children from grade to grade within the department 
and graduation from the third grade into the junior 
department, with recognition on the annual promotion 
day. 

Materials and Methods of Instruction: The best- 
trained teachers demand some graded series, either 
the departmental or the closely graded. Other teachers 
use the uniform lessons. The methods include recita- 
tion of the simple sort, story-telling in abundance, 
handwork, easy projects, dramatics, music, and 
pictures. 

Rooms: Large, cheerful, well lighted and heated, not 
in basement, one large room for assembly, with three 


KNOWING AND LEADING CHILDREN 153 


or more small class rooms with solid walls, if possible, 
also cloak room and nearby toilets. 

Equipment: (1) Tables, chairs, and piano; (2) les- 
son texts for teachers and pupils; (3) handwork 
supplies—pencils, crayons, drawing paper, scissors, 
paste, molding boards, sand trays, etc.; (4) black- 
boards, class and lap; (5) pictures, wall and lesson 
course pictures; (6) note books; (7) record books; 
(8) boxes and cabinets for keeping lesson supplies and 
handwork materials. 

Organization and Administration: A principal and 
assistants, teachers, pianist, record keepers, room 
helpers are needed. Monthly, and if possible, weekly 
conferences should be held, setting up such organiza- 
tion as will make possible the realization of the stand- 
ards above mentioned. 

Programs: The children’s work supervisor, the 
primary principal, and helpers should plan such pro- 
grams of instruction and expression through worship, 
play, and service activities as will guarantee to the 
children their mental and spiritual birthright. Books 
of primary programs are available. The teachers’ 
manuals in the graded lesson series give full directions 
for the conduct of the department. Valuable sugges- 
tions often are made in teachers’ helps in the uniform 
series. Journals abound in practical plans. ‘There is 
_ need of variety and progress from Sunday to Sunday, 
in all programs used. 


A SNAPSHOT OF JUNIORS 


It is hard to get a time-exposure of juniors. A 
moving picture is easier. These boys and girls of 
nine, ten, and eleven years of age, normally, show the 
following traits: (1) bounding health, inexhaustible 


154 CHURCH-SCHOOL LEADERSHIP 


vitality; (2) steam engine, or some other kind of 
energy; (3) love of reading; (4) good memory; (5) 
love of questioning; (6) fact-hunger; (7) collecting 
instinct; (8) friendliness; (9) habits easily formed; 
and (10) susceptibility to evangelistic appeals. The 
junior period is the “wonderful” time of childhood. 
These pre-adolescents are a challenge to the best 
supervisor and teacher. Discipline is not easy. The 
results, however, of capable service in their behalf 
are most gratifying. 


THE JUNIOR DEPARTMENT 


Junior specialists have set up International stand- 
ards which, in substance, are given here as a guide to 
junior principals and teachers. 

A junior’s conduct may manifest: Love and loyalty to 
God the Creator and Father, and to Jesus Christ as 
daily Companion, Guide and King; acceptance and 
public confession of Jesus Christ as his Saviour; rev- 
erence, love, praise, and thanksgiving through worship; 
right choices and decisions in increasing numbers; acts 
in accord with ideals of moral heroism; habits of 
church attendance, daily Bible study, daily prayer, 
and systematic, intelligent giving; growth of a life of 
service to others; an unselfish and cooperative spirit 
in social relations. 

The junior pupil should have: Knowledge of God in 
His creative and sustaining power, and of Jesus Christ 
in His power and majesty; personal knowledge of 
Jesus Christ as his Saviour; experience and training 
in worship; such acquaintance with the lives of heroes 
of the faith as will make him feel the attractiveness 
and value of right behavior; knowledge of Bible con- 
tent and related facts of geography and history; an 


KNOWING AND LEADING CHILDREN 155 


understanding of what is meant by a Christian life for 
a junior child; opportunities for service; ample oppor- 
tunity for social contact under guidance. 

Provision should be made for: (1) Religious in- 
struction and religious experience suited to this stage 
of moral and spiritual development, secured through,— 
the use of junior graded lessons, graded junior sup- 
plemental lessons, with the uniform lessons when used 
(some denominations recognize only graded lessons), 
special studies in the life of Christ, a combination of 
the story, recitation, and question methods in teaching, 
with use of Bible by pupils, and suitable handwork, 
the use of pictures, blackboards, maps and other avail- 
able illustrative material, the memorization of scripture 
and church hymns related to the lesson text, frequent 
competitive map memory and Bible drills between 
classes, graded correlated missionary instruction, 
graded correlated temperance instruction; (2) wor- 
ship which expresses feelings and aspirations possible 
to a junior child, secured through,—appropriate service 
of worship, reverent atmosphere and proper environ- 
ment, the principal’s spirit and manner, and the 
teacher’s reverent participation in the service; (3) an 
environment which inspires natural, reverent worship, 
and is conducive to orderly study and work secured 
through,—a_ separate room (curtained or screened 
place where room is not available), light and well 
ventilated, separated classes during lesson period 
(partitions, curtains, or screens), attractive decorations 
and arrangement, comfortable chairs and class tables, 
adequate materials for teachers and pupils, a separate 
program for entire session where a room is available; 
(4) stimulation through incentives and recognition, in 
order that right actions may become habitual, secured 


156 CHURCH-SCHOOL LEADERSHIP 


by,—credits given for regularity, punctuality, sys- 
tematic giving, daily Bible readings and study, memory 
work, neatness and completeness in handwork, church 
attendance; department honor roll, department motto, 
such as “‘Be ye doers of the word,” teacher’s example 
and helpfulness, exhibit of pupil’s work; (5) oppor- 
tunities for self-expression in conduct, individual and 
social, secured through,—worship in hymn, prayer and 
scripture, participation in class or department drills, 
doing required handwork, giving to the local church, 
missions and benevolences, departmental and _ indi- 
vidual acts of service, signing the temperance and anti- 
cigarette pledge, frequent social gatherings, entering 
into church membership; (6) teachers qualified by 
nature, religious experience and training; that is, 
teachers who possess a sympathetic understanding of 
the experiences, needs and possibilities of junior boys 
and girls, who meet the needs of these pupils for Chris- 
tian adult companionship in everyday life, who live, 
worship, and work in harmony with all that is desired 
for the pupils, who are graduates or students in a 
training course, a community training school, or a- 
school of principles and methods, and are continuing 
their specialized training in a graded union, or by the 
reading of one specialization book a year; (7) pupils 
of nine, ten, eleven years of age grouped into classes or 
a department, according to age, sex, interest and abil- 
ity; in a small school, a class of boys and a class of 
girls, separated from other classes, in a large school, 
a junior department, with a principal, officers, class 
teachers, and classes comprising not more than eight 
boys or girls; class groups, nine-year-olds in grade 
four, ten-year-olds in grade five, and eleven-year-olds 
in grade six, promotion of pupils from grade to grade 


KNOWING AND LEADING CHILDREN 157 


within the department, graduation from the sixth grade 
into the intermediate department, with recognition on 
the annual promotion day. 

Matertals, Methods, Organization and Programs: 
There are many valuable handbooks on junior plans, 
giving source materials for instruction and expression 
with vital methods, and types of efficient organization, 
all aiming at the realization of the above standards. 
Teachers’ journals also give help. In large, efficient 
schools, juniors have a department assembly room with 
several adjoining class rooms having solid, sound-proof 
partitions. 


The best church schools use graded lessons, either 
the closely graded courses or the departmentally graded 
series. For the most part, schools use the Interna- 
tional system, although some use the graded courses 
issued by general publishers. Other church schools 
use the improved uniform series, either the Interna- 
tional system issued by denominational houses, or by 
non-denominational publishers. 

The supervisor understands the best teaching meth- 
ods for juniors are stories, hand work, and project- 
problems. A number of books are available on the 
principles and methods of teaching, with special refer- 
ence to the junior group. Practically all of the teach- 
ers’ books in the graded series have large sections on 
“Suggestions to Teachers.” 

On organization and programs, a number of good 
books are available. We commend to supervisors of 
junior work the following books: Junior Method in the 
Church School, by Marie Cole Powell. The chapter 
titles are: The Junior World—The Junior Child— 
Finding Standards in the Junior’s Experience—The 


158 CHURCH-SCHOOL LEADERSHIP 


Curriculum for the Junior Child—Available Materials 
and How to Enrich Them—The Art of Teaching 
Juniors—Types of Teaching—The Classroom Period— 
The Use of the Story in the Junior Department—Tell- 
ing Stories to Juniors—Educating Juniors Through 
Worship—The Elements of a Service of Worship— 
Planning the Worship Program—Education Through 
Activity—Education Through Manual Work—Educa- 
tion Through Dramatization—Training in Service— 
The Junior Department at Work—The Junior and the 
Church—The Junior Teacher. 

Church Work with Juniors, by Meme Brockway. 
The chapter titles are: The Church and its Juniors— 
Junior Boys and Girls—Organization—Equipment— 
Programs—Memory Work and Drills—Story-Telling 
and Dramatization—Expression Through Handwork 
and Service—Incentives and Promotion—Winning 
Juniors for Christ. 

Junior Department Organization and Administra- 
tion, by Ida M. Koontz, who treats of the following 
subjects: Department Organization—Organization of 
Junior Life—Teachers—Rooms and Equipment— 
Building the Program—Worship—Other Program Fea- 
tures—Incentives, Credits and Recognition—Observ- 
ance of Special Days—Extension Organization and 
Through-the-Week Activities. 

These books also will be helpful: A Curriculum of 
Worship for the Junior Church School, by Edna M. 
Crandall, Training Juniors in Worship, by Mary Alice 
Jones, The Junior Worker and Work, by Josephine L. 
Baldwin, The Juniors: How to Teach and Train Them, 
by Maud Junkin Baldwin, All About the Junior, by 
Elizabeth Williams Sudlow, Our Junior Department, 
by Jeanette A. McNaughton. 


KNOWING AND LEADING CHILDREN 159 


THE FAITHFUL WORKER WITH CHILDREN 


The supervisor, the principal, the teacher, the parent 
—each leader of children who: is sincerely true to her 
trust—is amply rewarded. Lucy Rider Meyer voices 
the divine and human partnership in these words: 


“ But, Lord, this ceaseless travail of my soul! 
This stress! This often fruitless toil 
These souls to win! 
They are not mine. 
He looked at them—the look of One divine !— 
Then turned and looked at me: But they are Mine, 


“© God! I said. I understand at last, 
Forgive! and henceforth I will bondslave be 
To Thy least, frailest little ones; 

I would not more be free. 
He smiled and said, It is to Me.” 


Xx 
KNOWING YOUNG PEOPLE 


supervisor of work with young people. If 

there is any young people’s group at all, there 
should be a recognized head who plans, directs, and 
conserves. In many large churches, this officer is a 
highly trained and well paid one. Scores of exception- 
ally fine young people have either qualified for effi- 
cient service and are now professionally employed, or 
are in preparation for this field of life work, which in 
far-reaching importance is second to none. Religious 
education departments in colleges and universities also 
in seminaries and in special schools of religious educa- 
tion offer attractive courses of recognized educational 
values for those taking up this vocation as a profession. 
Training courses for volunteer supervisors are available 
in institutes, conferences, and summer schools, also 
through correspondence study and reading courses. In 
these days, ignorance and inefficiency are inexcusable. 


FE x= church, however small, should have a 


THE SUPERVISOR’S STUDY 


The pages of this chapter are offered for immediate 
help to those in actual service, paid or volunteer. The 
paragraphs are only hints in the direction of more in- 
tensive reading and study. The limitations of a chap- 
ter’s presentation prevent detailed suggestions. Each 
paragraph, in a way, is a window through which the 


supervisor may look to the farther reaches of the sub- 
160 


KNOWING YOUNG PEOPLE 161 


ject. It is hoped that the look may lead to the search 
which will richly reward the searcher. 

To know the psychology of the age groups served 
is of first and chief value to the supervisor for himself 
(herself) and those he serves who may participate as 
teachers and officers, divisional, departmental, and in 
class, club, society, or other group. Every leader of 
young people, whatever form his leadership may take, 
must know the nature of the human-life-stuff which he 
hopes to use and conserve. He builds without founda- 
tion who ignores the marked characteristics of adoles- 
cents. His superstructure of organization, instruction, 
and expression may be mere theoretical castles-in-the- 
air in which no flesh-and-blood human can or should 
dwell. The form of service must rest down upon a sane 
psychology or, to change from an architectural figure 
to mechanics, the service must gear into the nature 
and needs of the individual and the group. Defective 
gearing-in means lost motion, hit-and-miss headway, 
and results that are disappointing. The whole truth 
quickly put clothes itself neither in architectural nor 
mechanical terms, but in genetic. All programs must 
grow out of the nature and needs of adolescents. A 
sketchy introductory study in terms easily understood 
will be helpful to the leaders of young people. 


THE PERIOD OF ADOLESCENCE 


By young people, we mean those who are in the 
period of adolescence. Adolescence is the span of life 
between puberty and maturity, averaging about twelve 
years. Puberty marks the physical beginnings of sex 
life, with its divinely given procreative power. It is 
the only empirical test of the dawning of adolescence. 
For girls, normally, it comes between twelve and 


162 CHURCH-SCHOOL LEADERSHIP 


fourteen, and for boys, normally, between thirteen and 
fifteen, averaging about one year earlier for girls. 
Time of puberty varies in different races, climates, 
heredities, and conditions of living. In North America 
it is exceptional to begin before eleven or later than 
fifteen or sixteen. Adolescence is not a fenced-off 
segment of life, but a natural part of the unfolding 
process and must be related in our thinking with child- 
hood on the one side and adulthood on the other. 
In his Psychology of Adolescence, Tracy reminds us as 
follows: 


‘“‘Adolescence is not a life by itself, but a stage in the 
total life. The attempt to study it by itself alone would 
inevitably end in misunderstanding. Striking and char- 
acteristic as its peculiar features are, they have their prepar- 
atory conditions in the preceding periods, and many of their 
effects persist unto the end of life. There is no character- 
istic of adolescence whose germ may not be found in child- 
hood, and whose consequences may not be traced in ma- 
turity and old age. No adequate understanding of this 
period is possible unless one looks also beyond the period in 
both directions. They little know of adolescence who only 
adolescence know. Back of adolescence are boyhood and 
childhood, and back of childhood are the forces of heredity, 
and all about the individual are the diverse operations of 
the environment; while, on the other hand, youth develops 
into maturity and maturity is succeeded by senescence, 
decay, and death. Nay, further, according to the prevail- 
ing view of our race, the individual was made to continue 
into a life beyond that which now is; and in the considera- 
tion of what he is, as well as of that which he should become 
through education, all these things should be taken into 
account.” 


KNOWING EARLY AND MIDDLE ADOLESCENTS. 


The whole of adolescence divides into three periods, 
early, middle, and later. The calendar again cannot 


KNOWING YOUNG PEOPLE 163 


arbitrarily fix boundaries by years. More recently, 
religious educators, for organizational purposes and 
church-school grading, have been using age groupings 
as follows: early adolescence, 12, 13, 14 (intermedi- 
ate); middle, 15, 16, 17 (senior); and later, 18 on to 
23, inclusive (young people). This classification may 
not be the best, but it is probably as good as the 
church-school leader can devise with the understanding 
that physiology is the determinant, especially for the 
first two groups. Early and middle adolescence corre- 
spond to the junior and senior high school periods, 
while later adolescence is the age of college or entrance 
on business. 

As in the previous chapter, so in this, the church- 
school leader will find an airplane view this time of 
the kingdom of youth, with a few of the outstanding 
characteristics of adolescence described and in every- 
day language such as he that “flyeth” may understand. 
The following paragraphs are only hints in the direc- 
tion of fuller technical studies that the leader should 
pursue. 

Since the time of appearance of traits differs more 
widely in the early and middle periods, due to the 
uncertainty of puberty, it seems best to treat these 
together. 

Early adolescence is the awakening time physically, 
mentally, and morally. It is the time when nature 
says to boys and girls, “Ye must be born again” phys- 
ically. The infolded vitality of later childhood now 
unfolds in the dawning days of youthhood. There is 
also a mental, an educational awakening, though more 
gradual, for the mind reaches begin to extend. High 
school horizons begin to appear. The junior high 
school of today gives a broader outlook than the old 


164 CHURCH-SCHOOL LEADERSHIP 


four-year high school of two decades ago, and the 
senior high school, with its enriched curriculum, gives 
better instruction in the physical and social sciences 
than most colleges of a generation ago. The church 
school cannot afford to be mentally dead when into its 
classrooms come boys and girls mentally awake to the 
wonders of nature and human nature. 

With the adolescent’s increased physical and mental 
powers come intensified moral problems. Almost daily 
he comes to the fork in the road and faces an ethical 
situation that demands immediate and individual de- 
cision. It is here in these yeasty years of early 
adolescence that the boy needs the confidential com- 
radeship of a wise, sympathetic father, or a man 
teacher in the church school, and for identically the 
same reasons, the girl needs an informed and chummy 
mother, or a splendid, understanding Christian woman 
as a church-school leader and friend. These years are 
also the awakening time emotionally, for often phys- 
ical desires, appetites, and passions stir themselves into 
a fury. Experiences are such as childhood did not 
have. It is a time of stress and storm on the lake of 
life, because it is all new and because judgment and 
self-control are not yet at the pilot wheel. It is not at 
all a surprise to know that most recent thorough studies 
place the greatest spiritual awakening in this early 
adolescent group. Social and vocational awakening 
come in the middle period and mature in later 
adolescence. 

Specific traits of early and middle adolescence, sim- 
ply put, are as follows: 

Rapid Physical Growth and Development. These 
years mark the most rapid proportionate bodily growth 
of any period except the first three years of life. 


KNOWING YOUNG PEOPLE 165 


Muscles, bones, tissues are in a great marathon. In 
the first few months bones seem to win, later, muscles 
speed up, otherwise the early adolescent would be 
doomed to the awkward squad forever. Tyler, in his 
Growth and Education, and Tracy, in his Psychology 
of Adolescence, and Miller, in his Education for the 
Needs of Life, give us interesting figures with refer- 
ence to comparative growths. Kirkpatrick, in his 
Individual in the Making, gives this table, showing 
proportionate size of head, body, arm, and leg of an 
adult and a child. It is opportune here that we may 
realize that adolescence is the time when these propor- 
tions are changed, and rapidly so. 


COMPARATIVE SIzzes 





Comparing boys and girls as to weight, Tracy says: 
The rate of increase in weight in boys culminates at 
about sixteen, that of girls two or three years earlier. 
Girls, on an average, are heavier than boys for about 
two years, i.e., from thirteen’ to fifteen, but boys are 
heavier at all other times. By the end of the period of 
the teens, both boys and girls have nearly reached nor- 
mal adult weight. As to heights, he gives these figures: 
for boys at twelve, height fifty-five inches; at thirteen, 
about fifty-seven; at fourteen, about sixty; at fifteen, 


166 CHURCH-SCHOOL LEADERSHiP 


about sixty-two or sixty-three; at sixteen, about sixty- 
five; after sixteen, slower growth in height until maxi- 
mum between twenty-one and twenty-three. As to the 
heights of girls: at twelve, slightly taller than boys; 
at thirteen, they lead by nearly an inch; at fourteen, 
their lead is reduced, and at fifteen it disappears. At 
sixteen, the average boy is more than two inches taller 
than the average girl. The church-school leader vitally 
concerned should read what Professor Tracy says con- 
cerning the growth during adolescence of brain, 
circulatory, respiratory, nervous, muscular, and skele- 
tonic systems. 
Tyler’s figures are: 


“At twelve years of age, the normal boy weighs about 
seventy-seven pounds; at fifteen, one hundred and seven. 

; The girl’s acceleration in weight comes one year 
earlier than in the boy. At twelve, a girl has two-thirds 
of her weight at twenty years. At fifteen, nine-tenths. 
A boy’s height at twelve is normally fifty-five inches; at 
fifteen, it is sixty-three inches. A boy gains eleven per 
cent in height from twelve to fourteen. At twelve he has 
four-fifths of his adult height; at fifteen, nine-tenths. At 
twelve the girl is one inch taller than the boy, but during 
the following four years, the boy will overtake her in 
height.” 


Miller’s studies lead him to these facts: 


“Physical growth is very rapid at the beginning of 
adolescence. Particularly is this true of height. Extreme 
cases have been known of increase in height of twelve or 
thirteen inches in a single year. But this is very unusual. 
Growth in weight lags behind increase in height; it is 
slower and continues for several years after growth in 
height has slowed down or ceased. . . . Girls attain 
their height earlier than boys of the same age in height 
and weight. Later the boys shoot up and become ulti- 
mately taller and heavier on the average than girls.” 


KNOWING YOUNG PEOPLE 167 


During all of this rapid growth, parents and leaders 
who are wise will be patient and will be especially 
careful to prevent overplay and overwork. 

Primitive Pugilistic Instincts. One of the race in- 
heritances is the fighting instinct. When the time of 
rapid physical growth comes for boys, at least, there 
is a tendency to want to settle disputes in the primeval- 
forest fashion. The gradual introduction of controls in 
the experiences of childhood, saturated with Christian 
idealism, will prepare the way for the righteous subju- 
gation of this savage trait and its direction into chan- 
nels of victory over physical and other temptations. 
The instinct itself is God-given and should not be 
destroyed. The church-school leader’s chief task is to 
direct it to worthy ends. 

Omnivorous Appetites. Growth means grub. The 
engine of physical power demands fuel and plenty of 
it. Healthy boys and girls both can be defined at this 
age as “‘an appetite with the skin pulled over it.” The 
writer, in his book, Brothering the Boy, tells the 
following story: The father of a thirteen-year-old boy 
who has an eighteen-year-old sister, watched him stow 
away a good-sized breakfast, and then said, “C : 
last night at the Y. M. C. A., Mr. Raffety said boys 
like you were in the grub-age.” C , aS quick as a 
flash, replied, “Papa, I’d rather be in the grub-age 
than where sis is; she is in the garb-age.” Long ago, 
the writer’s experience as a probation officer in the 
juvenile court, led him to believe that there is a very 
vital connection between an impoverished body and the 
tendency to crime. Wholesome food bears a direct 
relation to wholesome character. Eccentric appetites, 
especially of girls at this age, for eccentric foods often 
impair their health just at a time when they need 








168 CHURCH-SCHOOL LEADERSHIP 


superstrength. Quite often the health of boys is not 
as good as in later childhood, for the same reason. 

Snobbishness. More immaturities of an immature 
period of life. Early adolescence is a time when race 
prejudices, class or clique hatreds, social-set distinc- 
tions, run riot. Every church-school leader of this age 
knows what these primitive tribal traits mean in the 
harmony or discord of class or club organization. Girls 
turn up their noses; boys turn up their fists. This 
means snub time for some member of some class or 
group. Investigations show that this very thing hangs 
high the exit sign over many church schools. 

Heredity’s Ups and Downs. Puberty time is hered- 
ity time. When the physical life of boys and girls is 
going through the stress and storm of early adolescence, 
and the whole body is shaken up, getting ready for the 
readjustments of the later teens, it is then that hered- 
ity’s prenatal mortgage is pretty apt to be foreclosed. 
Traits that are good and traits that are bad begin to 
appear. The church-school leader of Jack or Janet 
does well to exercise himself in patience before passing 
quick judgment on their conduct. Perhaps the father 
and mother can throw some light on the unexpected 
turn taken in their behavior. A long look through the 
ancestral ark may also reveal a few interesting facts. 
Did not Oliver Wendell Holmes say: “If you want to 
know a boy, begin by studying his grandfather”? The 
church-school leader can well afford often to pull a 
rocking-chair up alongside of that of grandpa and 
grandma and silently learn of them such valuable 
information as will make his leadership more efficient. 
Heredity that blesses and heredity that blights play 
important parts in the drama of adolescent life. Cer- 
tainly, every child has a right to be well born, to enter 


KNOWING YOUNG PEOPLE 169 


life without heredity’s awful handicaps upon him. 
Scientific men are quite agreed that the evil effects of 
alcoholism and the diseases of sex-sins are transmit- 
table and are, therefore, damning hundreds of the race. 
“The fathers have eaten sour grapes, and the children’s 
teeth are set on edge,’’—a piece of age-old wisdom. 

Fun-Mania. Youth time is fun-mad time. F-U-N 
is the cable code that reaches youth any time, any- 
where, in any land. It is the Esperanto language of 
adolescents. Fun may be the dessert, the relish, in 
adult life, but for youth it is the dinner, dessert, and 
all, with many a lunch between meals. Fun they will 
have, and should have, somewhere. The serious and 
sensible question for all church-school leaders to face 
is this: Will they satisfy this natural love for fun in 
commercialized, paganized places of amusement, or 
will the churches of Christ capitalize on this trait of 
youth and provide a variety of good times, and co- 
operate with high-minded Christian men willing to do 
so, under the wholesome influences that hold young life 
to the things that make for Christian ideals, character, 
and conduct. It is a solemn thought that the church 
schools of America have within their forces the power 
sufficiently strong to control the fun supply of most 
communities. 

_ Elemental Justice. There is a sense of honor in the 
early adolescent years which leaders must recognize 
and use. It is the sure foundation on which character’s 
- superstructure must be built. In games, class sessions, 
and various activities we often hear such expressions as 
“fair play,” “square deal,” “above board,” “honor 
bright,” “cross your heart,” all significant of an inborn 
love of right dealing, that must be respected. The 
adolescent’s associates and leaders in basketball, Bible 


170 CHURCH-SCHOOL LEADERSHIP 


lesson, or business meeting, does not matter which, 
are all subject any time to the white light of their 
supreme court of justice. 

Eccentric Interests. We may call them hobbies, 
freakish follies, pastimes, or by-paths to the land of 
keen delight,— whatever the label, boys and girls in the 
early teens “‘just love” to do some things out of regular 
routine of home, church, or school duties——and who 
does not? Kodaking, electricity, radio, taxidermy, 
water color, “playing” in wood, leather, paper, gesso 
or what not,—it gives release from “scheduled slavery” 
which is welcomed. Like the by-products of great 
industries, quite often these by-paths in youth lead to 
fields of life investments, yielding rare treasure. The 
boy’s hobby-horse may turn out to be the winged steed 
of the man’s best successes for himself and others. 

Habit-fixing. As later childhood was a period of 
habit formation, so early and middle adolescence is the 
habit-fixing time. The church-school leader, with the 
wider experience and the long look ahead, will skill- 
fully help his boys and girls to throw off the habits 
that hinder and harm, and fix the habits that will be 
life’s surest anchors in the trying years of manhood 
making. 

Devotion to Leaders. Loyalties in later childhood 
are a fact, but are fleeting, whereas now they become 
more personal and permanent. The junior period is 
not hero-worship time. Boys and girls then respect, 
admire and even love heroes and heroines, but not until 
the early teens do they single out, put on a pedestal, 
and worship. On the street, in a book, magazine, or 
movie, somewhere, in fact or fiction, the hero or heroine 
looms up,—then idolatry begins. . 

Love of the Open. The adolescent, whol physically 


- KNOWING YOUNG PEOPLE 171 


“born again,” is born a scout, a lover of the open. 
Whether male or female, the trail lures on and out to 
a freedom from the restraint of houses, streets, laws 
and elders. This migratory instinct is a natural crav- 
ing for God’s great out-of-doors. It is a primitive 
trait projected down through all the ages. It isa 
yearning to break with that “cabined, confined, con- 
quered” compulsion that cramps and shrivels the soul. 
It is a desire to feel the thrill of a little authority, self- 
made. Camping, hunting, fishing, hiking, biking, horse- 
back riding, “Fording”—anything is a “joy forever,” 
that gives the new adolescent-developing-personality a 
chance to express itself. Here is the leader’s great 
open sesame. Supplying this heart-hunger of youth, or 
sharing in it, is the leader’s supreme privilege and 
oy. 

Chumminess. Early and middle adolescence is 
chum time. Said a mother, “those two girls are just 
like Siamese twins.” And one of the hard-to-explain 
things is that this consciousness of kind, as the sociol- 
ogists call it, leaps the barriers of race, raiment and 
religion. A Hebrew boy and an Irish boy have been 
known to link soul to soul in a chummery that nothing 
could break. 

- Gregariousness. The time of cliques among girls 
and gangs among boys is in early adolescence. This, 
again, is a tribal trait which every leader must take 
into account in all his organizational plans for these 
groups. He digs his own grave if he attempts to set up 
a rival government. Instead of condemning this social- 
ized expression of self-reign, the leader, moving along 
horizontal lines, will capture this organizing spirit and 
channel it into classes that will be an honor to the 
school. 


172 CHURCH-SCHOOL LEADERSHIP 


Pep-speech Time. Every parent and church-school 
leader knows that high school boys and girls delight to 
shock the devotees-of-the-dictionary. Whatever grades. 
they may make in the languages, they always register 
A+ in “slanguage,” and, indirectly, they contribute to 
the word-making enterprise, for many words now mov- 
ing in the polite society of the literati were once con- 
sidered low-browed slang. What should church-school 
leaders do about it? Condemn it? Better not. Simply 
let it alone. 

Acute Self-consciousness. Very largely the result of 
rapid growth and consequent physical awkwardness, 
or it may be charged up to an enlarged ego, or it may 
be the legitimate struggle of the adolescent to release 
himself from the chrysalis cocoon of childhood. Any- 
way, the leader must be patient and considerate, which 
he will be if he should become reminiscent. Super- 
selfness is absolutely necessary that personality may 
come into its own in the march toward maturity. 

Silliness in Mannerisms and Jests. Simply the super- 
ficial effervescence of immaturity. The wise leader 
laughs at it and lets it alone. There are “giggly wig- 
glvs” all over the world doing a “self-serve”? business. 
“O you silly thing, you are just like I used to be.” 
The mother was right, for daughter looked at “dad” 
and got a knowing wink. Care free, fun-loving, lovable 
lads and lassies,—they pass this way only once. 

Headiness. Appendicitis may yield to a surgeon’s 
knife, but “stubbornitis” does not “go” that way. The 
over-developed will in adolescent boy or girl creates 
a problem of no small proportions. The casualty list 
right here is sometimes alarming. Stubborn boys run 
away and hearts and homes are broken. Headstrong 
girls often under the spell of chums do “crazy-fool” 


KNOWING YOUNG PEOPLE 173 


things counter to the wishes of parents. Sometimes 
parents and leaders insist on the perpendicular ap- 
proach, seeing one side only, and thus are to blame. 
And sometimes again, in spite of parental and leader- 
ship reasonableness, adolescents become wilful and, | 
by their disobedience, bring sorrow to their best 
’ friends. 

“Pendulumbago” is another malady of early and mid- 
dle adolescence, swinging from one extreme to another. 
It is a time of groans and grins, with many superlatives 
in language and life. The leader’s own well-balanced 
character and behavior will do much to restore equilib- 
rium and sanity in those he leads. 

Time of De- or Re-generation. The early adolescent 
years for some mark the time of crime, as juvenile 
court records show; for others the time of conversion 
and church loyalties, as all such statistics reveal. The 
sad or the glad swing of the life is due to many things, 
of course, but after all, it is largely a case of leader- 
ship, vicious on the one hand, and Christian on the 
other. Early adolescence is an emotional crisis time,— 
as life swings to one extreme, it brings sorrow and 
misery or, swinging in the other direction, there is joy 
and peace. Marion Lawrance, prince of church-school 
leaders, told the following story: ‘John Prucha and 
Leon Czolgosz were schoolmates in day school. They 
had the same kind of chance, one apparently no more 
promising than the other. The first one went to Sun- 
day school and learned from the Bible the right prin- 
ciples of right living and right citizenship. He is now 
Bohemian pastor of a Congregational church in Ohio. 
The second lad, with every opportunity the first one 
had, refused to go to Sunday school and grew up on the 
street. The fatal bullet that took from our country its 


174 CHURCH-SCHOOL LEADERSHIP 


beloved president, William McKinley, was fired by 
this second lad in the music hall at Buffalo.” 


KNOWING LATER ADOLESCENTS 


The period from eighteen to twenty-three or -four 
is exceedingly important, but the most critical time is 
in early and middle adolescence, hence more space has 
been given to these years, for the church-school leader 
finds there his gravest problems. ‘Traits of later ad- 
olescence are: 

Self-assertiveness is a marked characteristic of this 
period. Much book learning doth make them Bae- 
deker guides to their globe-trotting friends. They run 
information bureaus and no patron need turn away 
with an empty head. City directories, railroad guides, 
phone books, cable codes, Britannica Encyclopedias, 
and even congressional libraries take refuge in their 
capacious heads. Their business sign reads: “Answers 
to Your Questions Fitted While You Wait.”’ For some 
of us older, forgetful folks, these young friends come 
in handy as time-savers. The church-school leader 
finds them a noble lot, responsive, and most helpful in 
putting across plans that have a challenge in them. 

Girl-and-Boy Obsession. Strong attraction socially. 
Loyalties of other days for parents, teachers, clique 
or gang, now give way to God’s own beautiful mating 
instinct, fidelity to one friend. The church-school 
leader often can be a “‘wise old owl” as a looker-on, 
and can tactfully drop a suggestion now and then that 
will purify and ennoble courtships and prepare es way 
for happy Christian marriages. 

Show-and-Go Time. The mania for amusement has 
followed close on the heels of the fun-mad time. Now 
it is sociables, parties, outings, excursions, evening 


KNOWING YOUNG PEOPLE 175 


entertainments, anywhere, any time, just to be to- 
gether, for beaux time means show-and-go time. Older 
girls and young women plan many happy hours to- 
gether. Older boys love hunting, fishing, and camping 
trips of the more adventurous sort, if possible, in com- 
pany with a few pals whose “best girls” are also good 
friends. 

Period of Adjustments. Later adolescence is a time 
when muscular, skeletonic, and other anatomical sys- 
tems are making adjustments, culminating in physical 
maturity. Mental and moral adjustments are also 
being made. Adjustment time is danger time. The 
leader that is needed is the one who seems never to be 
in the way and yet is always within elbow reach to 
render tactfully, unobtrusively sincere and valuable 
assistance. 

Doubters, Wise and Otherwise. The awakened in- 
dividuality, self-reliant and self-assertive, becomes 
both the strength and the weakness of these later 
adolescents. Quite often they carry secretively the 
questionings concerning spiritual things, and if they 
pull themselves into doubting castles and bolt the 
doors, they get no help. It is unfortunate that some 
of the childhood teachings once straight now take on 
ugly-looking, twisted shapes. Thrice blessed is the 
doubter who has a leader-teacher who can intelligently, 
sympathetically, straighten out these interrogation 
points into plain declaration points of living faith in 
the great eternal verities. The leader’s patience, 
reasonableness, and sincerity will usually win. A ques- 
tioning, however trivial it may seem, must not be 
ignored. It may be the thread that holds the rope that 
in turn holds the cable that steadies the very anchor 
of this adolescent’s soul. 


176 CHURCH-SCHOOL LEADERSHIP 


Go-Getiers. Physical prowess, intellectual keenness, 
moral and spiritual abilities of the later teens and early 
twenties make many of these young people great 
achievers. In college classrooms, on gridirons and 
fields of sport, in debates, orations, and other forms of 
literary excellence, there are scores of go-getters. 
Some who cannot pursue courses in higher institutions 
of learning turn into business with ambitions that 
drive them on to success. For the most part, it is a 
time when vocational decisions are fixed for life’s full 
investments. Altruistic motives are more apt to dom- 
inate service now than heretofore. It is the church- 
school leader’s big opportunity. 


XI 
LEADING YOUNG PEOPLE 


N this chapter the supervisor studies briefly the 
aims of the three adolescent age groups, sugges- 
tions for constructing an adequate policy for 

young people’s work in the church school, an outline 
of organizational types for a young people’s council, 
the technique of class organization, the acute problem 
of the exit sign, the young people’s teacher which boys 
like best, the young people’s teacher which girls like 
best, and the religious life and needs of early, middle, 
and later adolescents. 


AIMS OF ADOLESCENT AGE-GROUPS 


Knowing the nature of young people, the leader may 
reasonably expect the realization of certain definite 
results in their lives at the more or less distinct periods 
of their growth and development. The writer served 
for years on an international committee on young 
_ people’s work which formulated the following group 
aims: 

_ For Early Adolescents (ages 12, 13, 14). (1) The 
_ acceptance of Jesus Christ as a personal Saviour; (2) 
_ a knowledge of Christian ideals; (3) a personal ac- 
-ceptance and open acknowledgment of these ideals; 
(4) a public acceptance of the privileges and oppor- 
tunities of church membership; (5) the development 


of the social consciousness, and the expression of the 
177 


178 CHURCH-SCHOOL LEADERSHIP 


physical, social, mental, and religious life in service 
to others. 

For Middle Adolescents (ages 15, 16,17). (1) The 
acceptance of Jesus Christ as a personal Saviour; (2) 
the testing of his earlier Christian ideals in the light 
of his enlarging experience and the consequent adjust- 
ment of his life choices and conduct; (3) the expres- 
sion of the rapidly developing social consciousness 
through the home, church, and community; (4) the 
development of initiative, responsibility, and _ self- 
expression in Christian service. 

For Later Adolescents (ages 18-23). (1) The ac- 
ceptance of Jesus Christ as personal Saviour and Lord; 
(2) the maintenance of tested Christian ideals and the 
relation of these to the practical work of life; (3) the 
preparation for and a willingness to assume the duties 
and responsibilities of home-making and citizenship; 
(4) the preparation for and acceptance of a definite 
place in the organization and work of the church for 
the community and the world; (5) the preparation for 
and acceptance of a definite place in the work of life, 
business, professional, industrial, that in and through 
daily work the will of God may be done and His 
kingdom in the world promoted. 


ADEQUATE POLICY 


A few keywords like cablegram codes may quickly 
suggest the items in an adequate policy of supervision 
of young people’s work.* Jnvestigation,—a thorough 
survey of field and forces: (1) boys, girls, and young 
people themselves, who they are, where they are, and 
what they need in the church, the church school, and 


*For fuller suggestions, see the author’s book, Brothering the 
Boy, pages 174-185. 


LEADING YOUNG PEOPLE Lo 


other groups, and in the community; (2) helpers,— 
ability, availability, and training needed; (3) com- 
munity conditions; (4) organizations already at work, 
—their programs, policies, and results achieved, mak- 
ing an analysis and tabulation for further use; 
(5) the necessary and desirable forms of meeting the 
needs of young people; and (6) the accessibility of 
equipment, and budgets to finance a satisfactory 
policy. Utilization of such helpers and organizations 
as are available until fuller study leads to better things. 
Organization,—comprehensive, cooperative, and, if 
possible, correlated, with provision for at least three 
types: (1) divisional, or general for the whole age 
range, twelve or thirteen to twenty-three or twenty- 
four; (2) departmental; z.e., for each age group; and 
(3) class, club, or society. Instruction in classes or 
other groups through a constructive forward-looking 
series of correlated courses suited to the life-and- 
conduct situations of the ages served. Worship, 
through instruction and participation that it may be 
intelligent and effective. Recreation, for the conserva- 
tion of play energy and its transformation into 
character-making values. Service, in the fullest, most 
fruitful sense, Christ motivated, and meeting human 
_ needs near and far. 


A SUGGESTIVE TYPE OF ORGANIZATION 


With certain adaptations to meet local conditions, a 
number of types might be utilized. One of the types 
which has been in successful operation for years is in 
the Fifth Avenue Baptist Church of Huntington, West 
Virginia. Efficient supervision has made this church 
program for young people a yielder of worthwhile 
results. We offer it here as a suggestive type. 


180 CHURCH-SCHOOL LEADERSHIP 


1. Young People’s Divisional Organization 

a. Division Head—superintendent (supervisor). 

b. Division Officers—president, secretary, treas- 
urer, pianist, song leader. 

c. Division Committees—Cooperative, Service, and 
Program. 

d. Division Departments—girls’ department, ages 
12 to 18; boys’ department, ages 12 to 18; 
young people’s department, ages 19 to 24. 

e. Division Council—division superintendent, de- 
partment superintendents and presidents. 


2. Departmental Organization (same for all three de- 

partments). 

a. Department Head—superintendent (principal). 

b. Department Officers—president, secretary, 
treasurer, librarian, pianist, song leader. 

c. Department Committees—Cooperative, House, 
and Service. 

d. Department Council—department superinten- 
dent, officers, teachers, and class presidents. 





3. Class Organization 
a. Class Head—teacher 
b. Class Officers—president, secretary, treasurer 
c. Class Committees—Missionary and Member- 
ship. 


4. Program 
a. Division 
(1) Sunday evening sessions for devotional 
and leadership training. 
(2) Occasional week-day social session 
(3) Appropriate service activities 
b. Departments 
(1) Sunday morning sessions for worship and 
inspiration. 
(2) Monthly week-day sessions for social and 
recreational program. 
(3) Appropriate service activities 


LEADING YOUNG PEOPLE 181 


c. Classes 
(1) Sunday morning sessions for instruction 
(2) Weekly sessions for business and four- 
fold activities. 
(3) Appropriate service activities 


YOUNG PEOPLE’S COUNCIL 


As indicated above, or in some other form, there 
should be a young people’s council through which a 
young people’s supervisor can give general direction 
to all church-school work with young people. The 
council should consist of the young people’s supervisor, 
the principal and officers of each department, the 
teachers of all classes in entire division and the 
presidents of all organized classes. This makes a 
representative group. There should be free discus- 
sion. Through the council the divisional plans should 
be set up and a correlation of programs should be made 
possible. It should choose its representatives to serve 
in the general church-school council. 

The principal work with young people is done in 
and through the organized classes. 


YOUNG PEOPLE’S CLASSES 


Size of Classes: Intermediates, twelve to fifteen 
members; senior, fifteen to twenty-five members; 
young people, any size. Almost without exception, 
there should be separate classes for boys and girls, 
also for young men and young women. More in- 
teresting programs can be worked out and better results 
secured. 

Class Organization. Why should young people’s 
classes be organized? (1) To conserve the organizing 
spirit and capture it for church school and Christian 
purposes; (2) to afford opportunity for self-govern- 


182 CHURCH-SCHOOL LEADERSHIP 


ment through self-reliance and self-expression; (3) to 
develop individual initiative and personal responsi- 
bility; (4) to satisfy the social or gang instinct; (5) 
to enhance class spirit and loyalty and general church- 
school esprit de corps; and (6) to provide adequate 
programs of week-day activities. 

What Officers Are Needed? ‘Teacher, president, first 
vice-president as chairman of membership committee; 
second vice-president as chairman of service commit- 
tee; third vice-president as chairman of recreation 
committee; director of records, and a director of 
finances. 

Term of Office usually should be six months. 

Class Equipment. The following are desirable: arm- 
chairs, blackboards, piano, maps and charts, pictures 
and flags, song books, Bibles, study courses, cabinets 
for Bibles, song books, lesson books, and a reference 
library. 

Class Activities should be provided which are: (1) 
class centered; (2) church centered; (3) community 
centered; and (4) world wide centered. These should 
be comprehensive and conserve all physical, intellec- 
tual, social, and religious interests. 

Class Organization Tested. ‘The following are sen- 
sible tests: (1) is the class over-organized? (2) are 
the members congenial, 7.e., is there good class morale? 
(3) does the teacher fit the class? (4) are the courses 
of study suited to the class? (5) is there too wide a 
range of ages in the class? (6) does the class have a 
real objective? Is it existing for self or others? (7) 
are the room (or place of meeting) and equipment 
satisfactory? (8) is the class instruction enriching the 
personal lives of the members? (9) is the work of the 
class giving its members a larger vision of service? 


LEADING YOUNG PEOPLE > 183 


(10) does the class attendance approach enrollment as 
near as it should? (11) does every member of the 
class have some definite responsibility? (12) is the 
attitude of the class as a whole what it ought to be 
toward the school as a whole? 


EXIT SIGN—UP OR DOWN 


It is the business of the supervisor of young people’s 
work to know why boys and girls in the early teens 
leave the church school, and what to do about it. 
I have received from boys and girls hundreds of 
answers to the question why early adolescents leave 
the church school. These have been analyzed and the 
answers fall into six groups, 7.e., six reasons why the 
exit sign is up in certain church schools: (1) some 
homes are to blame, with parents irreligious, indiffer- 
ent, irreverent, or actively hostile; (2) some teachers 
are responsible, who fail to understand boys and girls, 
who are irregular in attendance, with lessons poorly 
prepared, no interest between Sundays, or whose lives 
on Mondays belie their lessons on Sundays; (3) some 
schools are so conducted that exit signs are more 
numerous than welcome doors; (4) other boys or girls 
outside may be the magnets that pull away and keep 
away those who should remain in the church school; 
(5) some answers indicate that the boy himself or 
girl herself is the one who nailed up the sign, that even 
with a good home, a live school, an attractive, efficient 
teacher, and fine friends, they stubbornly break away; 
(6) some communities are guilty, the whole social 
trend being to head boys and girls away from the 
church and its school. 

If the exit sign is up, take it down. Reclaim the lost 
pupils; hold the ones who remain; secure the best 


184 CHURCH-SCHOOL LEADERSHIP 


teachers, best lessons, best organization and super- 
vision possible,—for a boy or girl lost to the church 
school is often lost to Christ as a Saviour and Friend, 
lost to the church, to the denomination, to Christian 
citizenship, and to the great enterprises of the 
Kingdom. 

The teacher is the one important key to the solving 
of this acute problem. It is interesting to note what 
boys and girls themselves expect in a teacher. 


THE YOUNG PEOPLE’S TEACHER BOYS LIKE BEST 


In the writer’s class in “Young People’s Methods,” 
at the recent International Older Boys’ Camp Confer- 
ence at Lake Geneva, he got many answers, a few of 
which are given here: 


“* Hello, boys, how are you this bright morning?’ 
That’s what I like to hear from my Sunday-school 
teacher ; bright as the morning he mentions and as full of 
pep as can be, but he knows the lesson, and I also know 
that when he is there I, too, will know it. In his eyes I 
see the light of the trail blazer, a fourfold leader and liver. 
That’s my pick. . . . The boys in the average Sun- 
day school like a cheerful, patient teacher who has pre- 
pared his lesson and knows what he is teaching; a teacher 
who can hold the interest of a class in any religious way; 
a teacher who is a boy himself in his spirit, and is not 
‘hard boiled.’ . . . Full of life; consistent; keeps his 
word; strict; good sport; knows how to take a joke; 
‘Johnny, wiggle this way,’ and not ‘Johnny, don’t wiggle’; 
interested in each of his pupils and their interests ; Chris- 
tian fellow with a ‘ round’ face; useful in all emergencies 
and situations ; fellow who is a star among fellows of his 
own age; good athlete. . . . A fellow who is a little 
older than myself who comes into the room with a smile 
and a quick step; starts his task with a lot of kick and 
makes it snappy all the way through; one that knows you 
when you are out of class and tries to become a real pal 


LEADING YOUNG PEOPLE 185 


to his fellows. . . . Personality—beaming, striking 
(not hurting); socially active—snappy; physically— 
strong, with reserve force; spiritually inclined and help- 
ful; intellectually—sure and definite; imaginative, or 
good planner. . . . A real man; a Christian; a good 
mixer ; practices what he tells us; a playmate ; talks heart 
to heart with a fellow; on time; prepared lesson; good 
program; not stuck-up; one of us all; good personality; 
good character; good, healthy body; has a good story to 
tell. . . . A teacher that gets his ideas across; that 
can lead in social activities ; a teacher that is at home any- 
where and one who leads the fourfold life (Luke 2: 52) 
in public and in private; must be friendly. 

“A man who is a boy who has never grown up in his 
relations with boys; strong in character; true to his faith 
and creed; an athlete who knows about sports; joyous 
when it’s time; serious when it’s time; courageous and 
brave; a true sport ; who loves boys and understands their 
minds and feelings. . . . Frank, jolly, stern as the 
case may be, amiable, good sport, a stick-to-it guy; a 
helper in religious problems; one who gives you the stuff 
straight from the shoulder ; one who stands upon the rock 
of his convictions, unmoved by all criticism; one who sees 
as boys see; a sympathizer with them; a helper in times 
of trouble; an example at which a boy may shoot his 
whole life. . . . Humorous; peppy; educated; a good 
sport; an athlete, religious; know how to teach; cou- 
rageous; have patience; knows boys.... A live wire; 
fun and reverent on occasion; bluntly candid; physically 
well; brains ; fair; sincere; not double-lifed ; sympathetic ; 
talkative—also on occasion; no false dignity; no false 
modesty. . . . The boys like teachers who have a 
vital relationship with God; one who has enough insight 
into human nature to be able to understand their problems 
and one who will help solve them. Boys like teachers 
who live during the week what they preach on Sunday. 

Athletic ; quick thinking ; able to keep good order ; 
well prepared lesson; smiling face—not overdone; given 
to telling good, snappy stories to clinch points home; rich 
material background of liberal arts ; young, except in very 
special cases; earnest; pleasant figure, personality, voice; 


186 CHURCH-SCHOOL LEADERSHIP 


religious. . . . One who is patient; determined; 
peppy; physical courage; friendly; tolerant; courteous ; 
kind: democratic; calm; clean; punctual; responsive; 
capable of winning boys to religion; ability to lead; a 
sportsman; open-minded; cheerful; judicious; decisive; 
honest; refined; smiling face; prayer life which is warm. 
: Young; peppy; excellent personality ; good phy- 
sique ; who gets the boys to talk; person who sticks to it; 
person there every Sunday ; a companion and big brother ; 
not a smoker or user of drugs or liquor; good scholar; 
good athlete; member of the Sunday school and the 
church. . . . A peppy one; one who doesn’t give ad- 
vice; a good sport; a friendly one; one who knows what 
he is talking about; one who loves athletics as well as 
Bible; one who comes to class prepared; one who can 
start the ball rolling in any direction; one who above all 
is sincere.” 


THE YOUNG PEOPLE’S TEACHER GIRLS LIKE BEST 


In his “Young People’s Methods” class at the Inter- 
national Girls’ Camp Conference, at Lake Geneva, the 
writer got dozens of answers, the following being 
typical: 


‘Young in spirit, though not necessarily young in years; 
friendly to all; attractive in character; a thorough knowl- 
edge of the Bible and modern-day questions; sympathetic 
at all times; understanding; an influential character; a lot 
of ‘pep’; personal interest in all. . . . Kind; instructive; 
have a knowledge of girls she teaches; have a knowledge of 
subject; strong character; lovable; Christian-woman; use 
good English; do not preach a sermon; be a pal to the 
girls; an all-round woman, or a four-fold woman; loyal to 
her job; gentle voice and good manners. ...A jolly, 
young teacher who is full of pep and life and who really 
has the spirit of Christ in her; one who will enter into 
the lives of her girls and who can also go into sports 
with the girls; one frank and true and ever ready to help the 
girls. . . . The first requirement, she must be human, not 


LEADING YOUNG PEOPLE 187 


painfully pious nor a ‘goody-good’; she must be a peppy, 
good sport, live a clean, Christian life; she ought to be a 
person to whom you can speak frankly on any subject, and 
not betray confidences. . . . Girls like a teacher who is old 
enough to understand them, and yet young in spirit, ready 
to sympathize and enter into class activities with real, sin- 
cere enthusiasm. A teacher must know her material thor- 
oughly, know the Biblical and geographical background, but 
most of all, be able to draw out some important truths from 
the lesson which will help a girl in her everyday life. The 
teacher who does this by illustration, stories, examples from 
her own experience scores high. A teacher, of course, must 
be a devout, enthusiastic Christian, whose Christ is Lord 
and Master of her life, and seeks to win others to Him. 
. . . Four-fold; peppy; reverent to God; sincere at all 
times; honest with God; earnest in purpose; one who sees 
the beautiful; one who understands her pupils and puts her- 
self on even standards; eager for knowledge... . 

“... Kind; a good, clean sport; thoughtful; reverent 
where necessary; young in spirit if not in age; a good com- 
rade and pal; a leader and helper; a real teacher; inter- 
ested in girls and young people; not ill-tempered... . 
Sincere; sympathetic; truthful; kindly; capable of seeing 
two sides to a question; have a good general knowledge of 
the Bible; willing to discuss things freely and not preach 
a sermonette; interested; understanding her pupils; a leader 
outside of class as in class; neat and trim in personal ap- 
pearance; faithful in attendance. . . . She must be tactful 
and patient; she must know folks and also know her job so 
as to be able to suit her teaching to the needs and interests 
of the class members individually; young people like a 
spiritually-minded teacher in preference to a worldly-minded 
one; pupils are very analytical and discriminate keenly be- 
tween right and wrong; she must therefore be their ideal. 
. . . Consecrated to Master’s work; capable of teaching; 
sympathetic and understanding heart; have an attractive 
and radiant personality; mother-like, with whom we can dis- 
cuss our problems; fun loving; a real four-folder.... 
Friendly to all; know girls personally; knows lesson ma- 
terial and gives it in interesting manner so that the class 
members can easily see the facts in lesson that will help them 


188 CHURCH-SCHOOL LEADERSHIP 


live better Christian lives; varies methods; helps girls with 
their problems; teaches girls to cooperate in lessons; holds 
attention of all; is enthusiastic; is four-fold.” 


THE RELIGION OF EARLY AND MIDDLE ADOLESCENTS 


It is highly desirable that every supervisor of 
church-school work with young people should know 
the religious characteristics and needs of adolescents. 
The salient points are here given without elaboration. 

What Their Religion Is Not. The religion of inter- 
mediates and seniors (early and middle adolescents), 
ages twelve to seventeen, is not: A “grandmother,” a 
sissy, a holy roller, a pigeonhole, a monastic, scholastic, 
nor a bombastic type of religion; their religion is not 
imitative, meditative, talkative, nor speculative. 

What Their Religion Is. What, then, is the religion 
of early and middle adolescents? It is physical (not 
metaphysical), primitive (crude in some ways), posi- 
tive (not negative), personalized (hero worship), par- 
tisan (group, gang, clique, tribal), paradoxical (full of 
seeming contradictions), practical (a religion of 
action), present day (earthlies, not heavenlies), pro- 
pulsive (not compulsive, a force within, not a fence 
without), and it is progressive. 

What Early and Middle Adolescents Need Re- 
ligiously. The religious needs are: (1) Christ as a 
personal Friend whom they can know, trust, love, and 
introduce; (2) an older brother or sister or teacher 
as a chum; (3) Bible truth made attractive and vital; 
(4) prayer life that is real, natural; (5) church fel- 
lowship that is genuine, aggressive; (6) Sunday wor- 
ship with scripture that is instructive, sermon that is 
interesting, and songs that are inspiring; (7) religious 
instruction, graded to their needs, rich in best biog- 


LEADING YOUNG PEOPLE 189 


raphies, 7¢., great doers, missionaries, reformers, 
patriots; (8) expression through directed and chal- 
lenging social service, for they need to think, feel, will, 
and do for others; (9) wholesome environment at 
home, at school, on the street and in the community, 
in which to grow a normal life; (10) good associates 
in work or play; and (11) the opportunity to live a 
free, natural Christian life as boys and girls. 


THE RELIGION OF LATER ADOLESCENTS 


The religion of young people eighteen to twenty- 
three years of age, differs from that of younger boys 
and girls. The religion of later adolescents is: (1) 
vital in substance from center to circumference; (2) 
altruistic in spirit; (3) positive in statement; and 
(4) social in expression. It is (5) a Christ religion, 
not a creed, ritual, church, or a book religion, but the 
religion of a person, the Supreme Person,—Christ as a 
Saviour, Christ as the manliest of men, Christ as loyal 
Friend and helper, with sympathy and forgiveness, 
Christ as the great achiever, Christ as Master, and 
Christ the supreme satisfaction of one’s highest ideals. 

The Spiritual Needs of Later Adolescents are: (1) 
intelligent, well-grounded faith in the Bible as the 
word of God; (2) intelligent, well-grounded faith in 
Christ as the Son of God; (3) experimental knowledge 
of Christ as a personal Saviour and Friend; (4) a real 
sense of the need of prayer and worship in one’s every- 
day life; (5) a church which does business for the 
King; (6) religious instruction that is reasonable, 
virile, functional, and constructive; (7) a teacher who 
is intelligent, patient, sympathetic, tactful in dealing 
with young people’s doubts; (8) a religious guide who 
is positive, but not dogmatic; (9) for a church-school 


190 CHURCH-SCHOOL LEADERSHIP 


teacher a successful business or professional man or 
woman whose life is above reproach; (10) fellowship 
of genuine Christian comrades; (11) a church job 
which has a challenge in it; (12) to realize that physical 
prowess, business success, cultured personalities should 
be consecrated to Christ and His service; (13) a king- 
dom program which acknowledges Christ as the world- 
conqueror; (14) a daily demonstration on the part of 
their elders and superiors of the practicality of the 
Christian religion; (15) training for educational, 
social, and spiritual leadership of boys and girls; (16) 
a vocation chosen which will honor Christ and in which 
there is possibility of constant growth and ever- 
widening influence and usefulness; and (17) a con- 
ception of Christ as one who can use the best abilities 
of the ablest men and women and who can satisfy 
the highest and holiest of human ambitions. 


XIT 
KNOWING AND LEADING ADULTS 


HE supervisory leadership of adults requires, 
first of all, an understanding of the traits of 


maturity and then a keen sense of administra- 
tive fitness. 


ADULT TRAITS 


Adulthood may be divided into early, middle, and 
later periods, as was childhood and youthhood. How- 
ever, there is no particular advantage in so doing. It 
is usually safer to let adults classify themselves. 
Almost any nomenclature would be faulty. Terms 
have relative meaning. The church-school leader of 
adults realizes the differences in those whom he seeks 
to lead, and plans his program accordingly. He sees 
the variety of ages and interests, distinctions in wealth, 
degrees of education and training, personality assets 
or liabilities, varied social positions, business and pro- 
fessional abilities. The physical differences are not so 
marked as the social and intellectual. The psychology 
of adult life differs much from that of childhood and 
adolescence. When full maturity has been reached, 
there is a ripening of physical and mental powers for 
the real achievements of life. Habits, for the most 
part, are fixed. Ruts become canyons. Changes be- 
come fewer and harder to make. There is also a more 
or less fixity of opinions, preferences, prejudices, modes 
of behavior, and principles for securing success. Citi- 

191 


192 CHURCH-SCHOOL LEADERSHIP 


zenship now functions. There is home-making and 
home responsibility, and concern for neighbors, busi- 
ness friends, and community welfare. Resourcefulness, 
industry, stability, and critical judgment mark the 
mature man and woman. There is a growing interest 
in race and class problems and in political and re- 
ligious measures. The fountains of charity flow freely 
or dry up entirely. Eccentricities loom on the horizon, 
often becoming pronounced. Extremes appear and be- 
come accelerated in both men and women. The beauti- 
ful in nature, music, art, literature, and in human lives 
is more and more appreciated or ignored. ‘Tolerance 
sits enthroned on some lives and others sway the 
scepter of intolerance and bigotry. Unselfishness now 
deliberately seeks avenues of expression in giving more 
generously and perhaps more wisely of money, time 
and counsel. An unselfish interest in young people, 
their education and advancement, is a personal joy to 
many as they move on through the years. The gener- 
ous soul delights in the progress of younger members 
of his own business or profession; the narrow-minded 
self-lover sneers at novices in his own line of work and 
thereby shrivels his own soul. 

Likewise, selfishness, if dominant in the life, takes 
ungracious, ugly forms even in Christians, so-called. 
It manifests itself in some in stubbornness, impatience, 
covetousness, pride, jealousy, retaliation, anger, and 
petty rivalry. Persons in middle age need to guard 
the fountains of life to prevent contamination by 
egotistical ‘“‘bitters” of one kind or another. One of 
God’s noblemen, himself beyond fourscore and ten, 
said to his successor, a man of less than half his years, 
“My young brother, your success is the crowning joy 
of my life.” On the other hand, the treatment which 





KNOWING AND LEADING ADULTS 193 


the middle-aged accord the aged is indicative of their 
strength or weakness of character. The expressions 
“old fogey,” ‘‘fossil,’ “has been,”—-mark the user at 
once as a Selfish, inconsiderate ingrate, wholly un- 
mindful of the heritage into which he has entered. 
The sunset-slope church-school class has a vital con- 
tribution to make, even to the young men’s class which 
flies the flag, The Go-Getters. Young men for war; 
old men for counsel. The years go on mellowing and 
sweetening some lives, while others become harsh, 
cynical, and distrustful of their fellow-men. Fortu- 
nately for this old world, the Christian graces of many 
ripen into a benevolence and beneficence that bless 
mankind and glorify God, 


CHURCH-SCHOOL WORK WITH ADULTS 


Scope. Adult church-school work includes (1) adult 
Bible classes——men, women, both men and women; 
(2) the overhead organization of these into an adult 
department or division; (3) the parent-training classes, 
or department, usually made up of young married 
folks; (4) the church-school parent-teachers’ associa- 
tion, also closely related to the children’s and young 
people’s divisions; (5) the leadership training depart- 
ment, if such there be; (6) the home department for 
those who are prevented from attendance in the church 
school, such as mothers with very young children, the 
aged, sick, and invalid, or non-residents who desire thus 
to keep in touch with their home schools; (7) the ex- 
tension department, which should never be confused 
with the home department; in this group are those 
whose business or profession keeps them constantly 
away from the privileges of participation in church- 
school classes at the Sunday hour, such as certain 


194 CHURCH-SCHOOL LEADERSHIP 


professional men and women, employees on street car 
lines, railroads, in fire departments, telephone opera- 
tors, traveling salesmen, and others; manifestly this 
last group requires different literature and supervisory 
leadership. 

As a matter of fact, the whole adult educational 
work of the church should either be under one general 
scheme of supervision, or be so closely correlated that 
the highest good may be realized with the fewest con- 
flicts in programs and policies. Much remains to be 
done in local communities to unify and harmonize the 
stupendous constructive, creative adult life. Like a 
great Niagara it awaits some engineering genius to 
channel it and capture it for the driving of the gigantic 
turbine wheels of Kingdom-enterprises. 

Purposes. ‘The following are the outstanding aims 
for each member in church-school work with adults: 
(1) (if not already) the full surrender to Jesus Christ 
as a personal Saviour and Friend; (2) a consistent, 
persistent effort to come under the Lordship of Christ 
so that His will may be dominant in one’s whole life; 
(3) an enriched and joyous fellowship in study and 
service; (4) a deepening of the private devotional life 
through prayer, Bible reading, Christian meditation; 
(5) a broadening sweep of Biblical and other Christian 
knowledge; (6) a bigger vision of Kingdom service be- 
ginning in one’s home, business, and neighborhood, and 
reaching to the world’s remotest needs; (7) a willing- 
ness to train for and to assume responsibility as an 
adult for the welfare of children and young people, 
especially for the discovery of prospective leaders 
among young people. 

Supervisional Principles. The division and its sev- 
eral departments need such supervision and organi- 


KNOWING AND LEADING ADULT'S = 195 


zation as will guarantee efficiency. Too much 
organization or supervision clogs the wheels and de- 
feats the above aims. The division as a whole needs 
a competent supervisor of such pleasing personality 
and administrative ability that the varied departments 
will find in him (her) a real leader. Each department 
should have a principal and whatever assistants are 
needed. The activities of each department should be 
in charge not of standing committees, but of directors 
who, if necessary, can gather about them from time to 
time groups of helpers to get things done. Most stand- 
ing committees stand. A director moves, and moves 
toward well-thought-out goals. Within departments 
will be classes with the usual officers and teachers. 
There again directors should displace ornamental com- 
mittees. Large adult classes take the slow out of their 
slogans by using directors instead of cumbersome 
committees which have to meet and dilly-dally week 
after week with non-essential details, instead of going 
straight after the things decisively wanted by the class. 
These directors should be specialists who master their 
specialties and humbly lay their findings upon the 
- service table of their associates. 

Study Programs. Adult classes will outline for them- 
selves, in addition to the International Improved Uni- 
form, Lessons, a number of optional courses prepared 
for adult classes by the International Lesson Commit- 
tee. There is also an ample supply of independent 
courses prepared in book and pamphlet form. There 
is no room here even to list these. Religious publish- 
ing houses of all sorts will gladly supply prospectuses. 
For every group mentioned in the above statement of 
scope, there are curriculum supplies. Suffice it to say 
that for adult classes meeting on Sunday, the Bible 


196 CHURCH-SCHOOL LEADERSHIP 


itself should be the chief textbook, first, last, and all 
the time. Members of adult classes, men or women, 
in these days, live the strenuous life day after day. 
They come to Sunday, exhausted physically, mentally 
and need spiritual food as well as rest for bodies and 
minds. In adult classes the Bible should be kept 
central, not as a fetish, or because it is the Bible, but 
because men need its message perennially, eternally 
powerful to fortify their souls for the struggles of the 
man-sized jobs which they face daily. Adult groups 
at other times may most profitably study social, indus- 
trial, civic problems. Parents will benefit by courses 
on religious education in the home. Leadership train- 
ing texts will give vision and purpose to selected adult 
groups. Courses in missions, church history, doc- 
trines, evangelism, stewardship, prayer, worship, com- 
munity welfare, and many other such subjects will, 
from time to time, claim attention. Short, attractive . 
studies should be provided for the home and extension 
departments. 

Service Projects. Virile projects should be under- 
taken by adults in their various organizations. Gen- 
erally, they will be of five kinds: (1) class-centered; 
(2) divisionally, or departmentally-centered; (3) 
church-centered; (4) community-centered, and (5) 
world-centered. These purposive enterprises should be 
so planned that the largest number may participate. 
A series of these projects should be scheduled to run 
over a period of years. They should be carefully 
planned with as much expert help as can be secured, 
so that the greatest good to the greatest number may 
be achieved. 

We mention projects rather than activities because 
many an adult group has been lost in the woods of 


KNOWING AND LEADING ADULTS 197 


unrelated, purposeless, petty church or community 
chores. Projects there are that challenge the brainiest 
and best adults in any church school in the land. How 
would these four samples, which can only be men- 
tioned, not set-up, serve as a starter: (1) the survey 
of a whole church parish conducted by an adult group 
to ascertain the status of religious education in all the 
homes and then the systematic introduction of an ade- 
quate program of home-training in the Christian 
religion, or (2) a thoroughgoing investigation of the 
whole amusement question in the community as to how 
boys and girls and young people spend their leisure 
time (out of school or out of work hours) with a care- 
ful check on all commercial recreation and, if neces- 
sary, a follow-up of law enforcement, and, best of all, 
the putting on of a sane, winsome, wholesome, con- 
structive program of recreational good times, church- 
centered, if there is no other institution meeting the 
needs, or (3) the discovery through leadership training 
institutes or schools, of prospective leaders in religious 
education, and then the singling out of a few of these 
_ bright, older boys and girls and definitely making 
possible their college and professional training in re- 
ligious education, or (4) the careful study of some 
given mission field, home or foreign, and then the 
assumption of its entire financial support, keeping in 
constant touch with it to supply all the needs of an 
advancing program. ‘These will suffice to show how 
adults can approach what God expects in the full 
stature of a virile Christian. Surely the time has come 
for church-school adults to put away their game of 
“tiddley-winks” and square up against muscular man- 
sized, Kingdom-wide projects. 

All of which means a supervisory leadership for 


198 CHURCH-SCHOOL LEADERSHIP 


adults of a high order, who sees near and far, and who 
is not satisfied until worth-while goals are reached. 

In his The Vision Splendid, (Doran) John Oxenham 
gives us this challenging word: 


The future lies 

With those whose eyes 
Are wide to the necessities, 
And wider still 

With fervent will, 

To all the possibilities. 


Times big with fate 

Our wills await 

If we be ripe to occupy; 

If we be bold 

To seize and hold 

This new-born soul of liberty. 


And every man 

Not only can, 

But must the great occasion seize. 
Never again 

Will he attain 

Such wondrous opportunities. 


Be strong! Be true! 

Claim your soul’s due! 

Let no man rob you of the prize! 

The goal is near 

The way is clear, 

Who falters now shames God and dies. 


XIII 


THE SUPERVISOR OF TEACHERS 
AND TEACHING 


N YHAT church school is there, small or large, 
that would not benefit by a supervisor of 
teachers and teaching? Most schools would 
welcome such an officer, provided he (she) was capable 
and agreeable. Where the church has an able director 
of religious education, paid or voluntary, naturally he 
is the one to supervise teachers and teaching. See 
chapter seven. The church school should not expect 
its general superintendent to do this, certainly not the 
pastor; these have important executive functions re- 
quiring all the available time at their command, and 
neither one may have the technical training necessary. 
The nature of the supervisor’s work demands a sep- 
arate officer. Church schools might well select a “good 
prospect” and get back of his (her) professional train- 
ing for this exceedingly important work. 

In most schools the supervisor of teachers and teach- 
ing will work through the supervisor of children’s work, 
the supervisor of young people’s work, and the super- 
visor of work with adults. These serve as his assist- 
ants, carrying responsibility for the age groups they 
serve. See chapters nine, ten, eleven, and twelve. Ifa 
real educational supervisor is available and he can be 
chosen for this significant post, and then be given a 
free hand to walk-and-talk with the teachers week by 


weeks, in a year’s time the efficiency of the church 
199 


200 CHURCH-SCHOOL LEADERSHIP 


school’s teaching force can be lifted to a high educa- 
tional level. We have recently heard much about 
teacher-training. The courses for such training, good 
as they have been, must be supplemented, as far as 
possible, by actual supervision of the teacher while at 
his job on Sunday. Of course, this very thing has been 
done for years in public schools. If supervision is 
needed in general education, surely it is a necessity in 
religious education. The time will soon come when, 
as church-school folks, we will be amazed at our stupid- 
ity and tardiness in this matter. Such an officer will 
find valuable help in books prepared for supervisors in 
public schools. He will find immediate profit, we trust, 
in this and other chapters of this book. 


THE SUPERVISOR’S QUALIFICATIONS 


The chief qualifications are: (1) marked ability as 
a teacher; (2) plus that professional training and prac- 
tice which give confidence of the quiet, humble sort; 
(3) tact and judgment in handling delicate situations 
when misfits must be removed, or teachers shifted to 
other grades; (4) knowledge of best materials of in- 
struction; (5) a thorough acquaintance with the prin- 
ciples of teaching suited to different age groups; (7) a 
good understanding of the objectives of religious educa- 
tion sought for in work with children and young people 
at the several ages and stages of their growth and 
development; (8) ability for detailed observance with 
keen insight into the motives, methods, and movements 
of teachers in their classrooms; (9) the ability to gra- 
ciously, effectively, suggest the better ways; (10) a 
radiant optimism that is contagious, dissipating criti- 
cisms and patiently pushing on past difficulties to the - 
realization of a faithful stewardship. 


THE SUPERVISOR OF TEACHERS 201 


Such an office should not be established, nor any one 
elected to fill it, until the work is thoroughly explained 
to the teaching force of the school. Their consent 
should be obtained on the ground of the desirability 
of efficient teaching in the character-making enterprise 
of the school. Public school experience should be cited 
to show the value of wise supervision, it always being 
understood that while public school teachers are paid 
and church-school teachers serve voluntarily, that the 
attainment of real worthy aims in religious education 
is the highest form of Christian service. Much de- 
pends for the success of supervision upon the gracious 
personalities of the supervisor and the supervised. 
Both are church trustees of a sacred trust, the spiritual 
welfare of childhood and youth. 

It is almost presumptuous to attempt to crowd into 
the page limitations of one chapter even the outlines of 
a supervisor’s duties. The supervisor should, if pos- 
sible, be trained in character analysis, at least be able 
to discern essential qualifications in a good teacher, and 
also be able to apply vocational and sense tests. He 
should also know the principles, methods, and materials 

necessary in successful teaching. 


TESTING TEACHERS 


Personality Tests. What are the personal qualifica- 
tions a supervisor should look for in the teacher? The 
following are suggested, with a brief statement about 
each: (1) purity. A life free from habits considered 
questionable is what the pupils have a right to expect 
of a teacher; a pupil’s hero or helper ought to be a 


202 CHURCH-SCHOOL LEADERSHIP 


real Sir Galahad, one who is earnestly striving to be 
pure in thought, word and deed; (2) patience is a qual- 
ity absolutely necessary; the teacher who loses his 
patience loses his pupil. The pupil who needs most 
help is the very pupil who makes heaviest drafts on 
patience; (3) pliability is a mark of a true teacher, not 
a vacillating, namby-pamby, weather-vane type of 
manhood, or womanhood, but the kind that is willing, 
occasionally, to yield a non-essential point, and make 
no open account of a trivial mistake. A teacher is 
no less brave for being considerate of the rights of 
others; (4) play-spirit is that peculiar something that 
makes some people acceptable to children and young 
people. It is the “child-corpuscle” still in the blood of 
manhood and womanhood. It is the thing that makes 
the busy man of affairs the master, and not the slave, 
of a strenuous business, and the busy mother able to 
throw off her household cares and enter into the fine 
fellowship of young life; (5) comradeship seems 
synonymous with the idea of real helpfulness. It is 
that indefinable congeniality, ‘““chumminess,”’ which at- 
tracts pupils to one another and to a teacher. It isa 
warm, welcome, winsome atmosphere with which one 
surrounds himself. (6) Courtesy is always a mark of 
a true gentleman or gentlewoman. A church-school 
teacher cannot afford to be discourteous in dealing with 
his pupils. A royal grace,—its spelling suggests its 
source, its strength, and its dignity. (7) Tact. A 
blunderbuss who assumes the réle of a church-school 
teacher will be laughed at and laughed out, or “play” 
to an empty house. There must be tact to hold and 
help the members of the class. Tact means touch, fine 
sense of fitness, appreciation of situations, seizure of 
the psychological moment. It is a quality of soul. 


THE SUPERVISOR OF TEACHERS 203 


(8) Teachableness. A bigot cannot teach children nor 
young people. A church-school teacher is both teacher 
and pupil, general and private, giver and getter; his 
eye-gate, ear-gate, and heart-gate must be kept open. 
While “‘it is more blessed to give than to receive,” the 
real teacher in his teaching is taught, in his leading is 
led, and in his giving receives. 

(9) Trustworthiness is that sum of virtues which 
total high enough to gain the confidence of others. 
The teacher who, by his character and conduct, gains 
the confidence of his pupils, has the battle of manhood- 
making half won. (10) Humor. The child wears his 
funny-bone on the outside. One who would help him 
must have a sense of humor and occasionally a little 
of the real thing. A child soon tires of the silly senti- 
mentalist, the frivolous jester, and the frisky clown, 
but good, sensible humor is a dish which he relishes any 
time. (11) Honor is the par-value of the church- 
school teacher. It is his stock in trade. With it he 
stands, without it he fails in the church and com- 
munity. It brings wholesomeness, dignity, and in- 
fluence to his labors of love in the church school. 
(12) Hospitality. If teachers are men or women with 
homes, they should keep a light in the window and let 
the latch-string hang on the outside. They should 
often be hosts to their pupils and allow them to sit at 
the fireside and dream themselves into the ambition to 
achieve the best. (13) Hopefulness. It is useless for 
a pessimist to hang out a “Class Wanted” sign. No 
one can teach a boy and nurse a boil at the same time, 
or lead a class of girls and be a gloom-begetter. It 
takes a buoyant spirit to keep the teacher on the job. 
(14) Sympathy. This quality seems indigenous to 
real helpfulness. A teacher is sympathetic or he is not 


204 CHURCH-SCHOOL LEADERSHIP 


a teacher. Sympathy enables teachers to get close 
enough to their young friends really to know and help 
them. (15) Simplicity is a mark of a great and useful 
church-school teacher,—simplicity in thoughts, words, 
and habits. The fashionable foibles of some men may 
be responsible for the foolishness of some boys. Ex- 
treme fashion display of some women teachers upsets 
girls’ wholesome ideas of dress and behavior. (16) 
Sincerity. Children love sincerity, they hate sham; 
they love real worth, they hate pretensions; they love 
true nobility, they hate assumed aristocracy; they re- 
spect religious character, but repudiate religious cant. 
“Piosity” is one kind of pie that children do not like. 
(17) Sacrifice. The influence of a real sacrificial life 
always counts. It pays the teacher to be unselfish. 
(18) Ability to Appreciate. Church-school teachers in 
dealing with their pupils, especially the young, should 
appreciate the great privilege of influencing lives in the 
habit-forming years. Are the members of this class 
worth while? This determines the whole question, with 
all that it should mean in study, service, and sacrifice. 
The wise teacher values his pupils. The tremendous 
possibilities wrapped up in one child challenges the best 
there is in the best teachers. 

(19) Willingness to Cooperate. Full understanding 
and sincere appreciation are almost sure to lead to 
hearty and helpful cooperation,—that is, to personal 
friendship, partnership. (20) Willingness to Trust. 
If the full truth could be known, church-school teachers 
of high-grade character exercise an unusual spell over 
some of their pupils. Some boys and girls at home and 
in public school are nagged, distrusted. They long for 
somebody who really understands and who believes in 
them. (21) Love. Knowledge, appreciation, coopera- 


THE SUPERVISOR OF TEACHERS = 205 


tion, confidence are the four fingers of the teacher’s 
hand, and love is the thumb which touches them all. 
Together they lead or lift a pupil into the life worth 
while. Love is essential. It gives persistency to the 
pursuit of knowledge, and purpose to the placing of 
confidence. Love in action means pity, patience, for- 
giveness, appreciation, compassion, comradeship. 
Childhood and youth are like a castle. Knowledge 
may let the teacher through the castle gate; confidence 
may open many a door; but Jove is the key to the 
secret chamber of the pupil’s inmost soul. The teacher 
should know his pupil, trust his pupil, love his pupil; 
know, trust, love, these three, but the greatest of these 
is love. 

Vocational Tests. The supervisor should keep in 
mind certain vital questions concerning each teacher: 
(1) Does he (she) have an aptitude for teaching? 
(2) Does he have a student mind? (3) Does he fit 
the age group to which he has been assigned? (4) 
Does he have any eccentricities that diminish effi- 
ciency? (5) Would he make a better administrative 
officer than a teacher? (6) Has he had experience as 
a public school teacher, and in what grade? (7) What 
opportunities for practice teaching under observation 
and supervision has he had? (8) What vocational 
training has he had? (9) If none, what training 
courses does he need, and (10) Is he willing to study 
to be more efficient? (11) Is he a regular reader of 
teachers’ journals? (12) Does he attend institutes 
and conferences for professional fellowship and ad- 
vancement ? 

Sense Tests. We do not refer to the so-called “‘five 
senses” (now several more), but to certain other senses 
absolutely necessary in a teacher, and which a super- 


206 CHURCH-SCHOOL LEADERSHIP 


visor has a right to expect. (1) Does the teacher have 
physiological sense, i.e., is he able to get on the “line of 
life’ and think himself back through the years into 
his own childhood and, therefore, into the physical life 
of his pupil, to the physical limitations, immaturities 
of a growing, changing individual, the fidgety beginner, 
the active primary, the robust wiggling junior, the 
rapidly-growing, awkward intermediate, the vacillat- 
ing, giggling senior, and young people approaching 
physical maturity? (2) Does the teacher have psycho- 
logical sense, t.e., the ability to think himself back into 
the mental life of his pupils with their limited, yet ever- 
broadening horizons, ever-increasing vocabularies, and 
keener intellectual interests in books, magazines, and 
experiences of life? (3) Does the teacher have socio- 
logical sense, t.e., the ability to see his pupils, however 
young, as a part of society now to be happily related in 
a very real sense to their associates in work and play 
and later as full-grown citizens; and does he see and 
seek to improve their social conditions, in brief, does 
he know his pupils in all their social relations at home, 
at school, or work, and in the community; and does the 
teacher have the ability to socialize the truth taught 
so that each pupil can live the go-and-do gospel of 
Jesus? (4) Does the teacher have the pedagogic 
sense, t.e., the ability and willingness to take time to 
get interested in the wholesome things that interest 
his pupils and then use that interest, that plane of ex- 
perience, as a point of contact in teaching the truth? 
(5) Does the teacher have common sense, the ballast of 
life which enables the teacher intuitively to do just the 
right thing at the right time? After all, this last sense 
is the real test of the teacher’s influence. 


THE SUPERVISOR OF TEACHERS 207 


TESTING TEACHING 


The supervisor himself, or through age-area assist- 
ants, will introduce teachers to the technic of teaching. 


LAWS OF TEACHING 


The supervisor should help teachers to know the 
laws of teaching. Rightly understood and interpreted, 
the seven laws formulated by Gregory* years ago still 
stand. They are: (1) Know thoroughly and famil- 
iarly the lesson you wish to teach,—teach from a full 
mind and a clear understanding; (2) gain and keep 
the attention and interest of the pupils upon the lesson. 
Do not try to teach without attention; (3) use words 
understood in the same way by the pupils and yourself 
—language clear and vivid to both; (4) begin with 
what is already well known to the pupil upon the sub- 
ject and with what he has himself experienced —and 
proceed to the new material by single, easy, and natural 
steps, letting the known explain the unknown; (5) 
stimulate the pupil’s own mind to action. Keep his 
thoughts, as much as possible, ahead of your ex- 
pression, placing him in the attitude of a discoverer, 
an anticipator; (6) require the pupil to reproduce in 
thought the lesson he is learning—thinking it out in its 
various phases and applications till he can express it 
in his own language; (7) review, review, REVIEW, re- 
producing the old, deepening its impression with new 
thought, linking it with added meanings, finding new 


*The Seven Laws of Teaching, by Gregory (revised by Bagley 
and Layton). 


208 CHURCH-SCHOOL LEADERSHIP 


applications, correcting any false views and completing 
the truth. 


THE MATERIALS OF INSTRUCTION 


The vast majority of church schools in their Sunday 
sessions (Sunday schools) use the International Uni- 
form (improved) lessons. Of the other schools, some 
use the International Group Graded (or departmen- 
tally graded), and the remainder, the International 
Closely Graded series, or independent courses, graded 
or ungraded. 

It may be desirable briefly to describe these courses, 
for it is surprising how much confusion there is in the 
minds of many. Uniform lessons mean one subject 
with one scripture portion for all classes of all ages on 
a given Sunday. IJmproved Uniform retains ‘one gen- 
eral theme with departmental modifications to provide 
story or other material, mainly for the younger age 
groups. Group Uniform is a name applied to one 
International series. ‘The name is a two-headed mis- 
nomer. What it really means is that lessons for certain 
departments or groups are departmentally graded (z.e., 
a common theme for all pupils in the same department 
on a given Sunday), and all other departments carry a 
one uniform theme, e.g., the lessons are group graded 
for primary pupils, juniors, intermediates, and seniors, 
and one uniform lesson for young people and adults. 
A set of group lessons for each department throughout 
the church school would be the equivalent of the series 
of departmentally graded lessons published by certain 
denominations. By Closely Graded lessons, either’ 
International or independent, we mean a different les- 
son each Sunday for each grade (‘‘year’’) in the school, 
é.g., in a primary department in the church school 


THE SUPERVISOR OF TEACHERS 209 


using closely graded lessons, grade one (six year-old 
children) would have one lesson; grade two (seven- 
year-olds) another, and grade three (eight-year-olds) 
another, on any one Sunday. This closely graded 
series is in keeping with the long-accepted educational 
standards of the public schools. 

Each type of lessons has ardent advocates. It is 
largely a question of educational ideals. There are 
many small schools using closely graded series and 
some large schools using, for the most part, the uniform 
lessons. Most of the progressive church schools de- 
mand either the departmentally graded or the closely 
graded courses, at least for all departments in the 
children’s division. 

The supervisor who may assist in the selection of 
courses should get from publishers samples of all types 
of lesson series, and also present fairly the arguments 
for each type. Monetary consideration should never 
be the determining factor. Church-school pupils de- 
serve the best. The best courses are essential to 
efficient teaching, indeed to any real teaching. 


THE METHODS OF TEACHING 


The supervisor will guide teachers to books and mag- 
azine articles where full treatment may be found on 
the best methods of instruction. They should know 
thoroughly what is meant by the following: (1) Ques- 
tion-and-answer method; (2) lecture method; (3) 
problem-discussion method; (4) research or topic 
assignment method; (5) story telling; (6) teaching by 
dramatics, pageantry, and pantomime; (7) teaching 
through music; (8) the use of art in teaching; (9) 
handwork and kindred manual methods, and (10) the 
problem-project method. Six of these are noted here: 


210 CHURCH-SCHOOL LEADERSHIP 


Ouestion-and-Answer Method. ‘There is definite ad- 
vantage in this much-abused method, for good ques- 
tions: (1) test the knowledge of both pupil and 
teacher; (2) reveal thought processes of pupil and 
teacher; (3) gain attention; (4) hold attention; (5) 
assist memory; (6) fasten the truth; (7) develop in- 
dependent thinking; and (8) evoke self-expression. 

Problem-Discussion Method. ‘The problem-discus- 
sion method is adapted best to groups of young people 
and adults. There are many misunderstandings about 
the method itself. Some of its friends have been its 
enemies. When used under wise leadership, and well 
planned, it has great teaching value. When unorgan- 
ized and left to run itself, the ditch is its goal and 
shameful defeat its only glory. Asa teaching method, 
discussion is a free conversation by members of the 
class or group, where a wise, resourceful leader punctu- 
ates the word-exchange with well chosen questions 
which prevent drifting, and gives direction to the def- 
inite solution of a worth-while problem. The leader 
with his plan put through, but himself somewhat in 
the background, is the success determinant. 

Story Telling. All the world loves a story, and all 
ages. The Master Teacher of all teachers used this 
powerful method of teaching, and so should all church- 
school teachers. ‘The supervisor should give direction 
for the study and reading of the best books and articles 
on story telling. A good story for church-school use 
carries the following labels: (1) smoothness; (2) 
shortness; (3) full of action; (4) clearness; (5) suit- 
ableness to age of pupil listening; (6) has unity; and 
(7) carries a positive message easily understood. 

Dramatization. Methods which make necessary 
pupil participation in unusual and therefore interesting 


THE SUPERVISOR OF TEACHERS 211 


ways are being used with splendid results by many 
church-school teachers. Teaching through dramatics, 
pageantry, and pantomime is found effective in all the 
grades, being very simple for beginners and graded on 
up to plays which require the best histrionic abilities 
of ambitious young people and adults. A number of 
good books are now available for use in the super- 
vision of this very interesting method of teaching 
Biblical materials. 

Handwork. In many church schools there is a sep- 
arate officer known as director of handwork; such an 
one should be an assistant to the supervisor of teachers 
and teaching. The school should place at the disposal 
of the supervisor and a special handwork assistant the 
best books published on this method. Some of the 
educational values of handwork are: (1) occupa- 
tional, mainly for beginners; (2) instructional, awak- 
ening intellectual powers; (3) recreational, quickening 
the learning process; (4) disciplinary, preventing idle- 
ness; (5) utilitarian, making of useful articles; and 
(6) altruistic, giving articles made to those in need. 
_ The method has fine individual and social values. 

Problem-Project Method. Although the problem- 
project method of teaching looms so high on the educa- 
tional horizon that some teachers see this and this only 
and have run quickly into the snare of superficial 
experimentation, nevertheless, it is a method which 
church-school teachers cannot afford to ignore. Fortu- 
nately for the supervisor of the church-school’s staff 
of teachers, there are now available good books as 
guides to the understanding and use of this method or 
principle. What is mean by the term “project”? One 
of the satisfactory definitions is that of John Alford 
Stevenson, given in his valuable book, The Project 


212 CHURCH-SCHOOL LEADERSHIP 


Method of Teaching (page 43), which every supervisor 
should urge church-school teachers to read. His def- 
inition is, ‘“‘A project is a problematic act carried to 
completion in its natural setting.” Stevenson com- 
ments on this definition as follows: ‘In this definition 
it is to be noted that: (a) there is amplified an act 
carried to completion as over against the passive ab- 
sorption of information; (b) there is insistence upon 
the problematic situation demanding reasoning rather 
than merely the memorizing of information; (c) by 
emphasizing the problematic aspect, the priority of the 
problem, over the statement of principles is clearly 
implied; and (4) the natural setting of problems as 
contrasted with an artificial setting is explicitly stated.” 
Alice M. Krockowizer, in her helpful book, Projects im 
the Primary Grades, says, “Any purposeful activity, 
determined upon and carried to a successful conclusion 
becomes a project.” There are many advantages in 
this method of teaching. It is a valuable individualizer 
as well as socializer. 


V 
SECRETARIAL LEADERSHIP 


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XIV 


THE DIRECTORS OF RECORDS 
AND FINANCES 


VERY church school should be businesslike. 
Surely the “Lord’s business” is as important as 
so-called commercial enterprises. Even the 

small tradesman and professional amateur now have 
record and filing systems. Books, letter files, and card 
indexes are seen in most stores and offices. From a 
little business, with its simple, inexpensive book or 
cabinet, to big business with complicated, automatic 
devices costing hundreds of dollars, there are available 
mechanical ways of “keeping a line” on things. 
Church-school records should be preserved—per- 
haps that is just what happens in too many schools. 
“Preserved” suggests canning and putting away, prob- 
ably never to be disturbed. In a small school, such an 
officer is often called secretary, but he should not serve 
also as treasurer. In the large school, the officer may 
be called general secretary, for others help him. The 
usual “attendance and collection roll by teachers and 
classes” is of small moment. It wastes valuable time. 
The method is obsolete. Schools with one eye open 
see the folly of it. In a school where the monotonous 
plan, still persisted, the secretary calling the names of 
the classes and waiting for the replies, “Ten present,’ 
fifteen cents,” “Fourteen present, twenty-six cents,” 
etc., came to a class of small boys. The teacher was 
absent and only one pupil present, a little half-wit; 


however, he heard others reporting, so when his class 
215 


216 CHURCH-SCHOOL LEADERSHIP 


was called, he stood up and in a small, squeaky voice 
said, ‘One present, no cents.” Regardless of the num- 
ber present and amount of offering, wideawake schools 
know the system has no sense, therefore have dis- 
carded it. 


THE DIRECTOR OF RECORDS 


The title, “Director of Records,” is suggested for 
the general officer, charged with what ought to be and 
can be the most serviceable office, outside the execu- 
tive leadership. At once this suggests things of greater 
worth than mere attendance, collection, and weather 
reports, poorly entered and often poorly read. It will 
be seen as we proceed in this chapter that there are 
records of vital importance, which can be made the 
means of educational and spiritual significance. 





THE DIRECTOR HIMSELF 


The director himself in the small or large school 
should be chosen from those who are daily paid to be 
accurate, honest, and expeditious with records, such 
as bookkeepers, bank clerks, and those in clerical 
positions. Even in the smallest schools, some one can 
be found whose arithmetic and penmanship and 
methodical habits are a commendation. An older high 
school boy or girl, or a young school teacher or business 
man, can be “made into” a first-class director of rec- 
ords. Such a book as McEntire’s The Sunday School 
Secretary, placed in the hands of this promising young 
officer, would open his or her eyes to the bigness of 
the opportunity. This book, probably written for the 


es 





DIRECTOR OF RECORDS 217 


big school director of records, can, however, be used 
as a vision be-getter. For the general secretary of the 
large school, the man who must become a real director 
of records, this book will not only lengthen the vision 
but strengthen purpose to make good. Mr. McEntire, 
himself a prosperous young business man, has for years 
put high-grade business sense into a great church 
school which he has served through a vital system of 
records. His records are like victrola records; they 
talk. They talk absentee boys and girls into regular 
attendants, and into church membership, and then into 
joyous, useful Christians. His records carry welcome 
messages to pastor, superintendent, and teachers, help- 
ing them all to be more faithful stewards of the sacred 
privilege which the church has trustfully placed in their 
hands. The director of records must not only be 
painstaking; he must be pains-preventing by his tact, 
patience, and unfailing courtesy. Teachers, depart- 
mental or class secretaries, may be careless in the 
reports they prepare for his records. Like a good 
ferret-after-figures when he ‘“‘smells out” errors, he will 
diplomatically get the facts so that his own records may 
be true. He will also be courteous to furnish respon- 
sible inquirers with facts desired. Some people are 
honest with folks, but not honest with figures. Some 
have such vivid imaginations they would make clever 
artists, dramatists, or orators, but when it comes to 
plain, cold facts and figures, like Sambo, their feet just 
don’t track, that’s all. They would make better direc- 
tors of pageantry than of page-entries. 


THE DIRECTOR’S ASSISTANTS 


In a small school one good director of records, with 
adequate equipment, will be able to render efficient 


218 CHURCH-SCHOOL LEADERSHIP 


service. In the large school, the director will need 
from three to a dozen assistants. There are many 
schools where the director of records must be a person 
of unusual ability as a secretarial administrator. In 
such schools, he will need some, perhaps all, of the 
following assistants, who should be called secretaries: 
(1) enrollment secretary, who will make accurate entry 
of all new pupils and teachers, on special enrollment 
cards, (2) attendance secretary, who will keep careful 
records of attendance of the church school and its 
auxiliary councils and groups, (3) birthday secretary, 
responsible for the sending of birthday messages, such 
as letters and cards, on the forms constructed or se- 
cured by the director of records, (4) absentee secre- 
tary, who will promptly follow up all those who miss 
one Sunday, or more, using such post cards, or other 
messages, as are agreed upon, (5) classification secre- 
tary, who really serves as a clerk to the educational 
superintendent of the school, or the director of religious 
education, or the director of grading, or whatever the 
officer may be called who places new pupils in their 
proper grades and classes upon their first entry in the 
school, (6) promotion secretary, who carefully enters 
names and facts concerning all pupils as they are pro- 
moted, (7) census secretary, who will tabulate, classify 
and distribute to proper officers all the measurable 
results of the annual church or community religious 
survey, (8) supplies secretary, who keeps careful rec- 
ords of all supplies, text-books, lesson quarterlies, and 
periodicals, as well as Bible, hymn books, and other 
supplies needed, ordered, and used throughout the 
whole school; such officer serves as correspondence 
secretary ordering supplies upon the usual blanks fur- 
nished for such purposes, always under the guidance of 


DIRECTOR OF RECORDS 219 


the director of records who knows from the director 
of religious education or educational superintendent the 
exact materials used, (9) Historical secretary, who, 
under the supervision of the director gathers week by 
week such facts as will be of historic value and worth, 
recording permanently in a sort of church-school 
journal or diary. Doubtless in the very large, well- 
organized schools, some directors of records will need 
other assistants. It will be noted there is not an unim- 
portant duty listed above if a school really claims for 
itself a place of service. In the medium-size school, 
the above functions at least should be cared for, one 
assistant combining duties, e.g., enrollment, classifica- 
tion, and promotion records could be kept by one 
helper of.the director. The wise director in any school 
of considerable size will not attempt to do all these 
things himself. His wisdom will cause him to do the 
general planning and leave the execution of details 
to a number of young people whom he has the priv- 
ilege of directing and developing. The director should 
have the authority to select all of his assistants. 


DIRECTOR’S DESK OR OFFICE 


In the small school, the director’s book or card 
index box will be his office, but in the medium-size 
school, he should have a desk that can be locked; the 
director and assistants in a big school should, by all 
means, have an office well equipped with desks, tables, 
typewriter, mimeograph, adding machine, and filing 
cabinets. A corner in a big general church office may 
do, when crowded for space, but an adjoining church- 
school office is better, where the superintendent, direc- 
tor of religious education, and director of records and 


220 CHURCH-SCHOOL LEADERSHIP 


others may find it possible to be workmen not ashamed, 
rightly dividing their executive and secretarial duties— 
all in the interest of an efficient administration of the 
school. 

For most records, cards are better than books, be- 
cause they can easily be enlarged and “dead stuff” 
removed. The best size cards are five by eight inches 
—smaller cards, except for the record of a few items, 
are apt to limit acceptable entries. It pays to give 
thorough investigation to all systems before installa- 
tion of any. The director must do his own thinking 
as to forms to be used. Slight initial expense should | 
not prevent the setting up of an efficient system. Parsi- 
mony is often poor economy in the long run. Bul-— 
letin boards should be used for weekly statistics and 
items of interest. Loose-leaf sheets of heavy ledger 
paper are best for the forms on which monthly, quar- 
terly, and annual summaries are tabulated. These 
should be made in duplicate. | 

The director of records and all who assist him should 
be sure that all their records are accurate, simple, 
systematic, complete, neat, and get-at-able, so that any 
time when pastor, director of religious education, super- 
intendent, or any other officer of the school wants 
information, the director can give it quickly, correctly, 
and plain as two plus two. Thus, and only thus, can 
church-school records be put to the best use, serving 
the great ends for which the school exists, as the chief 
educational agency of the church. The wise director 
of records idealizes the folks he serves and spiritualizes 
his statistics. He sees absentees followed up, and 
permanently tied up to the Christian life and to the 
enterprises of the church and the kingdom. He sees 
timid teachers encouraged and helped into teaching 


DIRECTOR OF RECORDS 221 


careers of joy and success. The real director is a seer 
and a saviour. 


THE DIRECTOR’S RELATIONSHIPS 


With the church as a whole. With the right kind 
of director of records, a pastor’s access to his church- 
school force is easy. This saves him much time and 
makes possible contacts when they are most needed. 
The director puts him in touch with Henry Henn’s 
family as soon as Henry is enrolled, and on his card 
is recorded the fact that his parents are non-church 
members or go-ers. Whole families are saved to the 
church, to Christ, and to Christian citizenship by 
prompt pastoral attention. Scores of cases should be 
cited. The director thus is the discoverer of new and 
unchurched families and increaser of membership 
through valuable information given. He is likewise 
a conservator of interest in church affairs, for on all 
special days every pupil connection is used to get a 
wide representative audience. The pastor’s church 
office, if not near the director’s, should have a complete 
duplicate file of officer, teacher, and pupil enrollment 
cards. The director will also supply the church office 
with duplicate monthly, quarterly, and annual sum- 
mary sheets. On all greeting cards sent to absentees, 
and birthday, special day, and other similar cards, 
across the top should be the name of the church, and 
beneath it the church school. On all birthday, special 
day, welcome, and sympathy message cards should be 
the pastor’s signature. Where many such cards are 
used, an electro signature can be printed at the bottom 
near the superintendent’s and director’s names. 

With the school. The director’s chief service is with 
the school. A live wire as director of records has been 


222 CHURCH-SCHOOL LEADERSHIP 


known to have literally doubled the church-school 
enrollment and also to have lifted it from a dead level 
to a progressive grade A school. On a large, at- 
tractive, but not too prominent bulletin board, he will 
put before the school its weekly general attendance 
and offering record, with certain comparisons to stimu- 
late interest, e.g., by departments, by boys vs. girls, 
men vs. women, with variety, and once in a while a 
clever surprise. ‘The listing of star classes (those 
having all members one hundred per cent on their six- 
point record cards) arouse wholesome rivalries. A 
bulletin board can be as dead as a tombstone, or it can 
be as catchy as an electric sign. For small and medium- 
size schools, fair-sized service boards can be bought, 
reasonably, of supply houses. 

The director will send out card notices of regular 
meetings of school council, departmental councils, 
superintendent’s cabinet, and other general school 
groups. He will prepare monthly, quarterly, and an- 
nual summaries. Quite often, the superintendent con- 
siders these as good stimulators and has them read 
to the school. At least, the annual summaries should 
be read to the whole school in two or three minutes on 
rally days, with great profit. The director who is 
skillful at it could be a minute man on any of the great 
days of the school, and thus stir up loyalties and com- 
mon sense competitions. 

With the superintendent and other officers. The di- 
rector of records has productive contacts with all gen- 
eral officers of the school. At stated intervals he should 
have conference with divisional, departmental, and 
class officials, especially with their secretaries. The 
director furnishes the superintendent with duplicate 
enrollment cards, and a full set of summaries. While 


DIRECTOR OF RECORDS 223 


James, Jim and Jimmie should not be permitted to 
go-at-will through the director’s cards, nevertheless, 
personally conducted tours should be available to any 
officer or teacher who has a right to the information 
sought. Neither the secretary (director) in the small 
school, nor the director of records in the large, has 
any right to disturb classes while in session. The 
superintendent should not permit it. Where classes 
meet in separate rooms, there should be a servidor- 
cabinet built in the wall so that one door opens toward 
the class and another toward a hall, or other outer ap- 
proach. In this should be placed all records promptly, 
so that the classes will not be interrupted. It’s a sim- 
ple, inexpensive device now being built in most new 
church-school classrooms. Where department sec- 
retaries gather these class records, they can turn them 
in to the director. In small schools, where class cards 
or class books are used, and where classes are in the 
open, some member of the class, appointed to do so, can 
sit on the end chair, or otherwise be accessible. 

With the teachers. If the enrollment secretary does 
not fill out an enrollment card, then the teacher does, 
for herself and each pupil. Where the school has no 
enrollment secretary, the director of records should 
supply all teachers and departmental principals with 
cards. The director sends a welcome card or letter to 
each new teacher. This card should carry greetings 
from pastor and superintendent. Sometimes it has also 
a teacher-covenant or decalogue, or a few words of 
counsel. Birthday entries should be made on the pupil 
record cards which the teacher has. Quite often teach- 
ers send their own greetings on cards of their own, or 
the director’s, choosing. Upon notice by the teacher, 
the director of records mails to pupils vacation intro- 


224 CHURCH-SCHOOL LEADERSHIP 


duction cards. Where they are to be away during the 
summer months, these help them to keep up attendance. 
If a visitor is in a class, the teacher makes note of 
name and address. Directors send a visitor’s welcome 
card the following week. In case of illness or mis- 
fortune, a sympathy card is sent, either to teacher or 
pupil. The director supplies the teacher either with a 
class record book or an envelope or box of class 
cards. Where the school uses a six-point card for each 
pupil, a full set of these should be supplied. 

With the pupils. The director keeps an enroll- 
ment card of each pupil. The enrollment card usually 
has such items as the following: name, address (home, 
school, or business), phone, age, date of birth, place 
of birth. Are you a Christian? Are you a church mem- 
ber? If so, what church? Are your parents church 
members? If so, where? Date of enrollment. As- 
signment to department, class, grade. Teacher’s name, 
address, phone. Promoted to Beginner’s, Primary, 
Junior, Intermediate, Young People’s, Adult. Trans- 
ferred to Home Department. Made an Officer, Teacher. 
Date of leaving school. Reason for leaving. Blanks 
on cards are left for entries of answers. After the 
pupil is enrolled, some time during the week, the 
director sends a welcome card. Then the pupil’s 
“standing” card is made out so that it can be marked 
each Sunday by the teacher. The so-called six-point 
card is highly commended. It works. It gets results 
of a high order, if teachers are frankly honest in re- 
cording correct values for every item, especially item 
five. It takes time but is worth it. The six points 
scored are: (1) Attendance, (2) On time, (3) Bible 
brought, (4) Offering made, (5) Lesson studied, (6) 
Church attendance (previous Sunday if church school 


DIRECTOR OF RECORDS 225 


is before church). The percentage basis for each 
point varies, but the following seems a fair distribution 
of values: Attendance, 20%; On time, 10%; Bible 
brought, 10%; Offering made, 10%; Lesson studied, 
30%; Church attendance, 20%. This means for a 
star pupil a rating of 100%. It means that if he is at 
Sunday school and has his lesson prepared, he gets 
50%, on these two central items. Twenty per cent 
for church attendance to some may seem high, but it 
is an important thing for church-school pupils, espe- 
cially juniors, intermediates, seniors, and young people 
to come under the influence of the great inspirational 
service of divine worship. No educational or any other 
phase of the church life can furnish a real substitute 
for this. The director will equip himself with score 
cards for tabulating these pupil ratings by the month 
and quarter. Sometimes a quarterly report is sent to 
parents of younger pupils. When directors and teach- 
ers once get thoroughly accustomed to this six-point 
scheme, it can be handled quickly and satisfactorily. 
Directors supply teachers with blank absentee cards, 
and in schools not having an absentee secretary, the 
teacher fills in the name of absentee, and the director 
sends the card. If possible, the second week the 
teacher calls or phones, and by the third week a card 
_ from the superintendent helps. Directors or teachers 
send birthday greeting cards to pupils, also introduc- 
tion cards in case of (1) removal, (2) visit, or (3) 
vacation, and in case of sickness, misfortune or death, 
a sympathy card. 

With the Home. The director, through regular en-: 
rollment cards, gets his line on the homes and keeps 
it. Sometimes he has a family card index. Names and 
addresses of non-church members are sent at once to: 


226 CHURCH-SCHOOL LEADERSHIP 


pastor. Special card is sent to parents when pupil is 
enrolled, expressing pleasure and giving a cheerful, 
cordial welcome to parents to attend church school and 
church. Special days in the church school are times 
when letters and invitation cards are sent to parents. 
Many a director counts the days of the year the hap- 
piest ones on which he gets parents vitally interested in 
the work and membership of the church. 

Through all these relationships, a director makes 
himself one of the greatly appreciated servants of the 
church school and church. 


THE DIRECTOR OF FINANCES 





In a small school, two officers are needed, secretary 
and treasurer. In a medium-size school, there should 
be a director of records and another officer known as 
director of finances. In the large school, this director 
of finances may well need and have assistants. 

He is a more responsible officer than a mere collector 
and recorder of offerings. His Lord has a bigger posi- 
tion for him, than Matthew-like, simply to sit at the 
receipt of customs. Some of his privileges as an officer 
in a larger school may be noted: 

The director of finances should institute a financial 
system for the school in keeping with the financial 
system of the church. Duplex envelopes should be 
used. A package of numbered and dated envelopes 
should be given to each pupil, and entry made of the 
pledge card when returned, showing amount on one side 
for current expenses and on the other for missions. 
Sometimes the same envelopes used by the church are 


DIRECTOR OF FINANCES 227 


used in the church school. Some church schools, how- 
ever, use smaller sizes. The main thing is not the 
size, but the fact that church-school pupils are being 
educated to give and give regularly for the support of 
their own church school and church, and at the same 
time give also for the great Kingdom enterprises at 
home and abroad. He will cooperate with the church 
treasurer and other officials to secure pledges for the 
church expenses where the church budgets the church 
school, as every church should. The director of 
finances will discourage and, if possible, with others, 
prevent the raising of money to run the church school 
by fairs, suppers, or entertainments. These may have 
their places, but not as budget-getters for the church 
and church-school work. 

He will distribute stewardship literature through an 
assistant known as a stewardship secretary. Both will 
cooperate with any church campaign having this kin- 
dred task. Pastors, letters, tracts, stories will be used. 
Tithers’ leagues can be formed. 

He will receive and enter offerings on his records 
by names and envelope numbers, recording amounts 
given on both sides of the envelope. He then turns 
over the money to the church treasurer, using blanks 
for that purpose, in a permanent record book. 

In payment of bills, he draws an order on the church 
treasurer, signed by himself, and the church-school 
superintendenf; these orders, like a check book, are 
numbered and stubbed for his records. 

He presents brief weekly, monthly, and quarterly 
reports to the school, and an annual report to the 
church, through the church treasurer. His weekly re- 
port is in connection with the bulletin announcement, 
and ordinarily should not be read. 


228 CHURCH-SCHOOL LEADERSHIP 


He may, if so desired, become a custodian of special 
class or departmental or other group funds, keeping 
separate books for each special account. In many 
church schools, the organized class of young people and 
adults have dues or offerings, aside from the envelopes, 
for certain phases of their varied activities. If class 
treasurers so request, the director can assist them. 

Upon invitation of the church-school superintendent, 
the director of finances might very profitably and 
always briefly give a talk on stewardship, illustrated 
with a story. At the cabinet meeting, also, he can be 
of service. 

After consultation with pastor, superintendent, and 
director of religious education, he should prepare a 
tentative budget of the school’s expenses, presenting 
the same to the cabinet for discussion and approval, 
before passing it on to the board of religious education 
for adoption. In making out the budget, all general 
items should be given, but minor details omitted. Peo- 
ple want to know specifics, but not such minutia as to 
create comment and to raise questions. This budget, 
after the board O.K.’s it, should be posted or printed 
in proper connection. 

The director of finances has charge of all special 
day offerings, such as may be taken by the school at 
Christmas, Easter, Children’s Day, and Rally Day— 
distributing literature and special envelopes, if such be 
the custom. At the will of the school, this money 
should go to the designated objects, and be paid out in 
the regular way. 

Many schools have a birthday fund, collected from 
Sunday to Sunday through the year, and made available 
from time to time for worthy objects. No hard and 
fast financial system should so bind down upon a 


DIRECTOR OF FINANCES 229 


church or church school as to dry up the springs of 
spontaneous benevolence. No director of finances or 
church committee can foresee emergency relief situa- 
tions and other causes that should get “over and above” 
consideration. 

The director of finances will read books on steward- 
ship, church finances, and duties of church-school 
treasurers and often confer with his fellow directors of 
other churches as to methods used. 

Quietly, he will work and slowly he will see the 
spirit of scriptural giving lay hold on boys and girls 
and young people. Great joy will come to his own 
soul in the keeping of accurate records and the realiza- 
tion of his own faithful stewardship. 


XV 


THE DIRECTORS OF READING, AND 
PUBLICITY 


OR a long time there has been in almost every 
K church school, small and large, an officer 
known as the librarian, usually one responsible 
for distribution of supplies, mainly lesson quarterlies 
and illustrated papers. In some small schools “duties 
in general” not performed by the superintendent, sec- 
retary, or treasurer have been dumped into the hands 
of the librarian. 

In this chapter, we are suggesting what to many will 
be a new officer, viz., a director of reading. ‘This 
director is a librarian plus. And the plus is the major 
privilege of such an officer. He (or she) will not be 
a mere distributor of church-school supplies, a dis- 
turber of classes, and a jack-of-all-trades official. Nor 
will he be a clerk behind a library window, custodian 
of song books and other books, merely mechanically 
handing out books and making a memo of the fact. 


THE DIRECTOR OF READING 


The director of reading is one of the most important 
officers in the church school, or church either, for that 
matter, when the holder of the position fully appre- 


ciates the bigness of the opportunity. For this new 
230 





DIRECTOR OF READING 231 


office, the school should not choose a teen-age boy or 
girl, as was often done when electing a passer-of-papers. 
There are places where these young people will fit and 
grow on the job, becoming, it may be, the church 
school’s dependable, useful servants, but theirs is not 
this kind of work. The director of reading should be a 
mature man or woman, preferably a public school 
teacher of the “grammar” grades or junior high school. 
Often there is a mother, once a teacher, who will see 
the open doors of this office and will render rare service. 
Sometimes a high school teacher of English can be 
secured, or there may be found some person who has 
leisure, loves literature, and has a humanness that 
yearns to help. The essential things in such a direc- 
tion are: (1) knowledge, mainly of the nature of chil- 
dren from six to eleven and young people twelve to 
eighteen, and their book “likes” or needs; (2) a 
knowledge of the best books suited to these different 
ages; (3) a lover of literature as a life-maker, one who 
believes that the printed page can carry over into life’s 
conduct situations ideals that will mold character; 
(4) a genial common sense, industrious person, tactful 
and resourceful in suggestions, who will magnify the 
office as a real vocation, one who will prayerfully, 
patiently, and persistently seek to be a faithful director 
of reading. 

In a large school, there will be assistants, for a di- 
rector of vision will see afar and will need helpers to 
enter into the fields already ripe unto harvest. If in 
addition to the above qualities, a person can be secured 
who is also trained in religious education, the combina- 
tion would be ideal. In a very large school there 
should be the one director and at least five assistants, 
with division of responsibilities as follows: (1) secre- 


232 CHURCH-SCHOOL LEADERSHIP 


tary of children’s reading, (2) secretary of young peo- 
ple’s reading, (3) secretary of the library on parents’ 
problems, (4) secretary of the officer-and-teacher 
library, (5) secretary of the missionary library. 


THE DIRECTOR’S DUTIES 


One of the first duties of this officer is to hold in 
his hands as his very own at least these two excellent 
books: (1) Field’s Guide Posts to Children’s Reading, 
and (2) Olcott’s Children’s Reading. These will be 
his chart and compass. Both books should be brought 
up to date with the director’s supplemental lists. 
From time to time, valuable lists of good books are 
published in such journals as the International Jour- 
nal of Religious Education. Church-school publica- 
tions for teachers give help. Practically all of the 
offices of denominational church-school boards and 
state councils of religious education have lists which 
they will be pleased to send to directors of reading. 
After these are secured, the director from these should 
make his own lists. 

The director should make it his business to know 
books, the good-old-timers, and the good-new-timers, 
books suitable for children, young people, parents, 
church-school workers, and others. He should prob- 
ably take as his most serious obligation the directing 
of children’s and young people’s reading. He will 
steer a straight course, missing the Scylla of the goody- 
good on one side, and the Charybdis of cheap-and- 
vicious on the other. 

The director should visit frequently and investigate 
thoroughly the newsstands and bookstores of the town 
or community contiguous to the church school, for 
he is a director of reading, which means an intelligent, 


DIRECTOR OF READING 233 


lively interest in periodicals of all description, as well 
as books. Fortunately, respectable book sellers guard 
their shelves, but there are many stationers and book 
dealers who have no knowledge of or concern for the 
contents of magazines and books they sell. Their only 
interest is in the coins which pass over their counters. 
Then, there are some dealers, both in small towns and 
in large cities, who deliberately pollute young life by 
dispensing magazines and books that cannot pass the 
post office bayonet of Uncle Sam, but which trash 
they get in sealed express packages. Some of these 
scoundrels have confessed that they keep these dirty 
sheets back out of sight, but in easy reach of the 
customer who feasts his soul on carrion. The tragedy 
of it all is that your boys and girls, and mine, may be 
innocently victimized by these peddlers of poison. 
One such pernicious book, or magazine, carries enough 
germs to contaminate a whole neighborhood. Much 
of this vile product is made in the United States of 
America; more of it is smuggled in from Paris’ pits of 
perdition, or other places. Only a short time ago, 
United States dry fleets off New York seized a sus- 
_ pected outlaw boat and found not only bootleg liquor, 
but literally tons of nasty books, postcards, and 
magazines, being brought into the country to wreck and 
ruin the minds and bodies of our American boys and 
girls. Doubtless, low-browed makers of such litera- 
ture in America send their vicious output to lands 
across the seas, all for the filthy lucre which often 
makes leprous the hand that clutches it. Then, again, 
there are publications that may not exude the fumes 
of hell, but, nevertheless, are vicious in their influence 
on young life. Here and there, on this page or that, in 
a phrase or two, is a philosophy of life which cuts 


234 CHURCH-SCHOOL LEADERSHIP 


under the very foundations of the Christian religion, 
destroying years of good home and church-school 
training. Then, there are namby-pamby books with 
no fiendish or fish-gate flavor, but simply frothy noth- 
ingness,—cheap time-killers, and destroyers of appe- 
tites for the wholesome and worthwhile books. At one 
time the librarian of the great Chicago library had the 
complete works of a certain American author destroyed. 
I asked him why, and he replied, ‘The books of Blank 
are so cheap that boys reading them lost interest in 
the helpful character-making books.” ‘The director of 
reading has a many-sided, fascinating job of far-reach- 
ing influence. 

The director should make, from time to time, brief 
lists of books graded to suit the different ages of boys 
and girls, and post these typed lists on a general school 
bulletin board, or, if the school has departmental 
rooms, there the lists should be put where they can 
be read by those for whom they are prepared. After 
years of interest in children’s reading, I am fully 
persuaded that many read harmful books, not of de- 
liberate, personal choice, but because no one suggested 
the better books. The director of reading is a sug~ 
gester warmly welcomed by teachers and parents. 
Everything considered, could the church school have 
a more valuable officer? 

The director will cultivate the friendship of the pub- 
lic librarian, and especially the one in charge of chil- 
dren’s books: He will also seek counsel of the. public 
school librarian and teacher. Many suggestions will 
be received. On the other hand, the public librarian 
will be pleased to profit by examining lists offered by 
the church or church-school director of reading. Often 
librarians seek the cooperation of children’s specialists 


DIRECTOR OF READING 235 


in making a selection of books to be purchased by the 
library board. Wherever there is a good public library, 
with a high grade collection of books for children and 
young people, the church school or church should not 
spend one cent for a library of such books for itself. 
There was a time when it was desirable, as com- 
munity service, for a church school to establish and 
maintain a large library of children’s books. Except 
in rare cases now, this is not necessary. Better co- 
operate with other churches and church schools in 
making possible the very best in a public library. 
Where no public library exists, one can be founded by 
the cooperative effort of the church-school directors 
of reading from the several churches. Modest collec- 
tions thus secured and conveniently located have been 
forerunners of community libraries now numbering 
thousands of books. 

The director will find that the libraries which the 
local church or church school should purchase are: 
(1) a church-school workers’ library, as it is popularly 
called; (2) a library of books most helpful to parents; 
and (3) a library of missionary books. It could hardly 
_ be expected that a public library board would buy 
any considerable number of what might be called 
technical religious education books. We know of a 
board of religious education in a small city that had 
alcoves set aside in the public library for a very val- 
uable collection of books in religious education, pur- 
chased by church friends, thus making accessible to 
all church-school workers in all denominations and also 
to parents and people generally the newest and best 
books in religious education. ‘There are few places 
where this could not be done. Donors of good books 
can be found anywhere. Where there are no com- 


236 CHURCH-SCHOOL LEADERSHIP 


munity-wide boards of religious education to assist in 
this matter, or for any reason a cooperative library 
seems out of the question, then these three and other 
special types of libraries should be established. A good 
workers’ library in a church school is essential to suc- 
cess. The director will stimulate interest at cabinet 
and council meetings and circulate the books. Mis- 
sionary books and parent-problem books likewise 
should be available for use and should be kept moving 
by a good check-up system. 

In order to get these books to work, the director 
should hold conference with departmental principals of 
the church school, both to get and to offer suggestions. 
Some church schools offer inexpensive awards, such as 
certificates of reading, to those who need incentives 
and who will make use of the books in the church’s 
shelves. Quite often reading contests are put on be- 
tween men of the school and women in the reading of 
the most missionary books in a three month period, the 
books being selected by the director of reading. Chil- 
dren’s missionary reading contests are also productive 
of vital interest. 

In a school where there is a pleasant, efficient di- 
rector, parents will ask and receive help in the pur- 
chase of good books for gifts to their children at 
Christmas, on birthdays, and at other times. 

Where capable service is in evidence, the pastor 
might very well, from his pulpit, call attention to the 
director’s work and occasionally give him a minute 
before-the-whole-congregation to mention a virile book. 
The superintendent of the church school will often 
call on the director for such public service, likewise the 
departmental principal, or president of a young people’s 
or adult organized class. At the workers’ conference, 


DIRECTOR OF READING 237 


and at parent-teacher meetings, the director might very 
well be given half an hour three or four times a year 
to introduce new and helpful books. At least once 
a year the whole session of the church-school council 
should be turned over to the director of reading. A 
book sociable is profitable provided the only books 
brought as admission tickets be those from a list cir- 
culated in advance by the director of reading, if the 
books are to be used for the school’s libraries as in- 
dicated above. Sometimes the director of reading and 
director of recreation can plan a delightfully helpful 
book sociable, where books brought are to go to some 
rescue mission or other worthy charity. Even then, 
desirable books should be publicly listed, and from 
most homes there would come old books of real value. 


THE DIRECTOR OF PUBLICITY 


If the church as a whole does not have a publicity 
man, the church school, upon nomination of the super- 
intendent, should elect a director of publicity. He (or 
she) should be chosen after careful check up on per- 
sonal fitness. A mistake in this matter creates a very 
serious situation, and may work positive harm to the 
school. He must be (1) first of all, one who believes 
in the church school; (2) one whose belief is based 
on a concrete, if possible, experiential knowledge of 
the place, purpose, and program of the church school, 
plus wide reading of best books on religious education 
through the church school; (3) one who has two eyes 
to see and two ears to hear, but whose seeing and hear- 
ing get outlet through his pen only after due delibera- 


238 CHURCH-SCHOOL LEADERSHIP 


tion; (4) one across whose forehead is writ large the 
word “discretion,” who has a never-failing supply of 
just horse sense; (5) one who puts first things first, 
whose perspective is good, and whose fairness can 
never be challenged; and (6) one who loves truth, 
hates error, or hearsay, and who never trifles with 
words. 


THE PUBLICITY DIRECTOR’S DUTIES 


His business is to make the church school and its 
work known and to market the ideas that make the 
church, the school, and its Bible prime factors in the 
creation of a Christian citizenship. 

One of his first duties will be to lay the church 
school on the minds of the church as a whole. One of 
the discouraging things in all church-school work is 
that many members of the church, of which the school 
is a part, do not know it. They never go. Perhaps 
they are not altogether to blame. In cooperation with 
the pastor, and superintendent, all members of the 
church should be kept informed. If necessary, a 
regular publicity campaign should start in and continue 
through the weeks and years. The director will carry 
on this publicity the names of the pastor and superin- 
tendent and director of religious education (if the 
church has one). Some of the ways a director may 
use to interest the church members are: (1) Jetéers, 
personally typed and personally addressed, duplicated 
letters, two or three short paragraphs, well spaced, 
breezy, and to the point; (2) church calendar, men- 
tion every week a few brief, catchy sentences, not 
such trite stuff as “the church school meets at 9:45 
and all are invited”; (3) bulletin boards, inside and 


DIRECTOR OF PUBLICITY 239 


outside the church building with fresh, timely notices 
lettered plain and large enough to be read. In some 
places daily changes are made; (4) posters, simply 
worded and illustrated for inside and outside display, 
this is one of the very best methods of passing a church- 
school message through eye-gate to the mind; (5) 
pulpit or platform, minute presentation of the church 
school by pastor, superintendent, or the director him- 
self, at a regular church service; (6) butions or pins, 
small, attractive celluloid buttons put on children, 
young people, and adults on certain occasions, carry 
their messages to the members of the church and con- 
gregation, and to the stayers at home; (7) monthly 
church-school paper devoted to local church school 
and church, printed or mimeographed; quite often the 
director can interest teen-age boys, in cooperation with 
their teacher, in making this a real educational project; 
much or little can be made of it; when well done, it 
has fine publicity values; (8) church-school year book; 
in wide-awake, up-and-coming schools, this can be 
made a source book on church-school facts worth 
keeping; some neatly, artistically bound mimeographed 
copies are quite as attractive as the expensively illus- 
trated and printed ones; such a book in every church 
home is bound to create interest and enlist support; 
the director can associate with himself an editorial 
staff of young people which will find in this project 
expression for many kinds of abilities, literary, edi- 
torial, mechanical, managerial. 

The director will keep the community informed 
through some of the following ways: (1) dluminated 
sign on church front; electricity costs money, but lack 
of publicity costs more in the long run; if business and 
amusement places find it pays to use light, why not 


240 CHURCH-SCHOOL LEADERSHIP 


churches? (2) window placards small enough to get 
a place, but large enough to get attention; (3) door 
knob tags and hangers, also coat lapel hangers are 
used to great advantage in quick, half-day attack on 
the community; (4) street car ads in large cities are 
sure to be read and furnish profitable publicity; (5) 
guest invitation cards placed in hotel mail boxes or 
under the room doors are the means of service notice 
to the community’s transients that they will receive 
a warm welcome at the fireside of the church family; 
(6) church and church-school directories with hours 
of services printed in plain, dignified fashion, placed 
in acceptable frames, and hung in hotels, railroad sta- 
tions and public buildings; in small cities, directories 
of all churches can be given; in larger cities, repre- 
sentative ones usually are listed; (7) banners hung 
across the street used only occasionally when unusual 
events call for them, always attract attention; (8) auto 
stickers or posters, catch the eye of many and are being 
used when outstanding events claim consideration; 
(9) houwse-dodgers and cards, especially when cam- 
paigns are on, such as a community go-to-church Sun- 
day; these should never be thrown indiscriminately 
and made to become a nuisance; they are the least 
desirable of all ways of church advertising; (10) 
community posters well planned and placed and 
changed from time to time are always good attention- 
getters; (11) bil boards, the big bill posting com- 
panies, for the most part, are glad to cooperate in a 
real city wide or nation wide religious publicity cam- 
paign; they are commercial experts in this line and 
churches unitedly can profit much by this recognized 
agency; (12) community pageants staged out of doors, 
or in a commodious building, are becoming valuable 


DIRECTOR OF PUBLICITY 241 


publicity mediums for church school and church use; 
(13) in better class movies, church publicity features 
are permitted and find large audiences to see and re- 
member; (14) lunch clubs, such as Rotary, Kiwanis, 
and many others, give high-grade opportunities for 
rapid fire, two-minute talks on religion and life, on the 
value of churches and church schools to a city; (15) 
the newspaper, one of the best, if not the very best 
medium through human stories as news, or through 
paid advertising space; here is the director’s great 
chance; and because of the importance of this avenue 
to the people, a later paragraph is given to it. 

The director can lay the church school on the hearts 
of parents by letters, notices, postcards, and in many 
other telling ways. Parent-teacher meetings of both 
public school and church-school organizations are open 
to announcements, brief talks, pictures, and stereopti- 
cons carrying vital church messages. Cradle roll and 
home department contacts make possible easy ap- 
proaches. 

The public school, in a limited way, can be culti- 
vated by the director as a friendly, cooperating agency 
interested in the social and moral welfare of childhood 
and youth. No one church could enter the public 
school as a publicity field. Nevertheless, all religious 
forces working together can, in fairness, claim and get 
some consideration for the church school, the one other 
educational agency which seeks to make better citizens 
out of young, growing life. 

The director will find open spaces in his own de- 
nominational religious journals, where the story may be 
told again and again of church-school progress. 


242 CHURCH-SCHOOL LEADERSHIP 


THE PUBLICITY DIRECTOR’S DECALOGUE 


1. Thou shalt hold thy pastor and superintendent 
as thine own best counselors, having no other “‘grave- 
images” before thee. 

2. Thou shalt cultivate the friendships of reporters 
and city editors, courteously welcoming their sugges- 
tions, even if thine own righteousness seemeth to exceed 
theirs, for it is through the window space they open to 
thee that thou canst air thy news. 

3. Thou shalt not be out of date with thine items, for 
radios will bring thee down to thy publicity grave be- 
fore the morning dawneth. 

4. Thou shalt offer sizeable facts, not tweedle-dee- 
and-tweedle-dum that circulateth in kitchens and cor- 
ner stores, for the sayings of great men on the Bible, 
church school, and religious education will get wide- 
armed welcome in thine own town paper. 

5. Thou shalt not bear false witness against thy 
neighbor, be he friend or foe, for truth lovers yet dwell 
in the land of the living. 

6. Thou shalt wear the cloak of humility when thou 
goest to the house top with news concerning thine own 
church school, its folks and facts. 

7. Thou shalt not covet high sounding words, nor 
paragraphs that “say it with flowers,” for simplicity, 
clarity, and brevity are the marks that delight the 
editor’s soul. 

8. Thou shalt not stoop to undignified language, nor 
dip thy pen in the bitterness of sarcasm or slander. 

9. Thou shalt not write illegibly, for typewriters 
abound, and copy appeareth better when double- 
spaced, on one side only. 

10. Thou shalt to thine own self be true, holding 


DIRECTOR OF PUBLICITY 243 


honor high, with fairness to all persons and papers, 
and favors to none, and verily thou shalt have thy 
reward,—a clear conscience when thou liest down at 
night, or at the end of life’s long road. 

A well-known religious news-getter gives to church- 
school publicity men the following sound advice, grow- 
ing out of his long time, earth-wide experience. News 
must be real, honest, of things done, said intelligently 
and briefly, recent, applying to as many as possible, 
unusual, relating to community activities, and special 
events, modest in its statement of accomplishments, 
careful in boosting individuals, illustrated where pos- 
sible. Long items should be broken up into sub-heads, 
or abbreviated. Items of the broader church-school 
field, of mission activities that can be obtained from 
the reports of the larger organizations, will be ac- 
ceptable. Treat all the papers alike as tonews. Type- 
write the items wherever possible. Give to the news the 
element of hope, progress, victory, and above all, the 
human note. 


THE DIRECTOR’S READING 


The church-school director of publicity will often 
confer with general advertising men, if he has oppor- 
tunity. He will read such books as: Smith, Publicity 
and Progress; Ellis, Advertising the Church; Reisner, 
Church Publicity; Case, Handbook of Church Ad- 
vertising; Stelzle, Principles of Church Advertising; 
Burkhalter, Publicity Handbook. 

The director has a great trust which, if kept faith- 
fully, intelligently, gives him a chance substantially to 
set forward the Kingdom of God. 





VI 
EXPRESSIONAL LEADERSHIP 


AL 





XVI 
THE DIRECTORS OF WORSHIP, AND OF MUSIC 


HE important. phases of the church school’s 
work are impression and expression, the. two 


hemispheres of the church-school world. Class- 
room instruction is the major means to the first, wor- 
ship and service to the second. Ina sense, they over- 
lap and interpenetrate, for in the real teaching process 
both are necessary. Instruction precedes all expression 
worth while to make worship intelligent, and all forms 
of service resultful in best educational and spiritual 
values. We consider here expression through worship 
and music, and the leaders responsible for these sig- 
nificant modes of expression. 


THE DIRECTOR OF WORSHIP 


One of the most valuable officers of the church 
school, or, for that matter, the entire church, is the 
church-school director of worship. In the small school, 
this position usually should be held by the pastor, pro- 
vided he is willing to prepare himself for expert counsel 
in this field. Simply because he is pastor does not mean 
that he is the ove person for this task. He ought to be 
the one who could most easily get ready for this sig- 
nificant service. In the large church and _ school 


there should be chosen some one other than the pastor, 
247 


248 CHURCH-SCHOOL LEADERSHIP 


because of his arduous and exacting pulpit and pastoral 
duties. Even then, the person charged with the re- 
sponsibility of directing the worship of the school 
should keep in constant touch with the pastor. The 
wise pastor knows full well that any help he can be 
to the church-school director of worship will strengthen 
the Sunday morning service of worship, for which he 
is so largely responsible. 

The director of worship should be next to the pastor, 
and not excelled by him, in genuine piety and exemplary 
conduct at all times. No person, however brilliant or 
attractive, should be elected to the high privilege who 
does not meet the acid test of a blameless life. The 
director must be resourceful and versatile. He should 
possess a good voice and presence, have a quiet, yet 
forceful, personality. He should be radiantly cheerful, 
one who embodies the joy of his salvation in his man- 
ner and movements. No school should choose as its 
director of worship a religious dyspeptic, or one who 
takes his religion so hard it hurts him. A “holy roller” 
may be a wholly wrecker of the church school morale. 
Buoyancy and reverence are not incompatible. In- 
telligent poise and a balanced fervor beget real worship. 
Like begets like. The director who sincerely worships 
in his direction of worship is the one who creates wor- 
shipful attitudes and desires in others. What is wor- 
ship? Dr. Luther A. Weigle thus answers the question 
in his little book, Training the Devotional Life: “It 
is more than merely thinking about God, or feeling 
reverent toward Him, or even seeking to do what we 
believe to be His will. It is a personal approach to 
God. It is our attempt to express ourselves to Him 
in whatever ways we deem possible and appropriate. 
It seeks to communicate to Him our attitudes, to estab- 


DIRECTOR OF WORSHIP 249 


lish intercourse with Him, to enter into as direct fel- 
lowship with Him as we can.” This is the worthy goal 
of the director of worship for himself and those he 
serves. 

Rightly conceived and conducted, the worship period 
in a school as a whole, or in any of its departments, is 
fully as important as the period of instruction. The 
director of worship concludes at once that no teacher 
can possibly give more time and ability to her lesson 
than he should conscientiously devote to his work. 


WORSHIP SERVICE COMMITTEES 


There should be at least three committees on wor- 
ship in the medium and the larger graded schools, viz., 
—one each for the children’s, young people’s, and adult 
divisions. This is a minimum. In many schools there 
will be a worship committee for each department, the 
principal of the department being the chairman, 
through whom the director of worship will work. For 
the young people’s division, it is advisable to have a 
committee consisting of a pupil and a teacher from 
each department, the supervisor of young people being 
the chairman, and the director of worship the special 
counselor. In some schools the large organized Y. M. 
or Y. W. or adult classes will each have its own wor- 
ship committee. In the small one-room school, the 
director of worship might well create a committee con- 
sisting of a worker with children, a worker with young 
people, and a worker with adults so that the worship 
programs may be helpful to the largest number. In 
all these committees, the pastor will have interest. 
The director of worship will, however, hold chief con- 
cern for expert advice and supervision. 


250 CHURCH-SCHOOL LEADERSHIP 


THE DIRECTOR’S DUTIES 


(1) The director of worship will keep in mind always 
that worship, like instruction, must be graded. The 
school that has graded lessons should, for the same 
reason, have graded worship services. For it is a 
fact that worship is graded or it is not worship. We 
worship only as we use unuderstandingly the elements 
of worship. (2) The director of worship will be a 
constant, reverent reader of the Bible, of hymn books, 
of books of prayers and books on prayer, of books of 
worship stories, of sanely written books on the deepen- 
ing of the devotional life, and of books and magazine 
articles on the technique of worship services. (3) He 
should not get lost in the mere mechanics of program 
making. He should not be solicitous of items as such, 
or the program itself with its parts and participants, 
but with the spiritual outcome or goal of it all. His 
chief service to the school is not in preparing and run- 
ning off “programs,” but in creating conditions con- 
ducive to spontaneous, genuine worship. (4) He must 
himself have and help others to have a soul yearning 
for fellowship with God. His worship service that 
does not bring about a God-consciousness is a failure. 
(5) The director of worship must be reasonable and 
tactful so that he can secure cooperation. A well- 
worked-out order of worship will fall flat if he does not 
earnestly, skillfully obtain the hearty good-will and 
mutual interest of all officers, teachers, and pupils. If 
the officers or teachers move around or talk, or other- 
wise disturb, the whole worship service may be a noisy 
exercise and not reach the spiritual ends desired. (6) 
The director of worship should prepare monthly themes 
for the whole school for a whole school year, and help 


DIRECTOR OF WORSHIP 251 


each department or class work out its worship services, 
simple or elaborate, with these themes kept central. 
The International Journal of Religious Education will 
be of special help to him in this matter. He will also 
profit by general and departmental teachers’ magazines. 
We offer here the suggested outline used by the Inter- 
national Journal of Religious Education for one school 
year: October, Courage; November, Gratitude; De- 
cember, Giving; January, Faith; February, Truth; 
March, Sacrifice; Apri, Hope; May, Love; June, 
Stewardship (of Life); July, Patriotism; August, For- 
giveness; September, Loyalty. Other subjects for an- 
other year will suggest themselves to a resourceful 
director. (7) The director of worship in a small school 
secures leaders months in advance and assists them in 
preparation. In a larger school he will work through 
assistants who do the same thing for the classes, de- 
partments, or divisions concerned. (8) The director of 
worship will give careful study to the question of an 
adequate supply of hymn books for all age groups, con- 
ferring with the principals of departments. The song 
books have more to do with real worship than any one 
material item. Some hymn books found in some chil- 
dren’s departments are no more suited to their under- 
standing than a book on calculus would be in a kinder- 
garten. Many selections of songs for the various ages 
of children are now available and should be used. The 
director will thoroughly inform himself, win over the 
“powers that be” and quietly, patiently set himself to 
the securing for all pupils the books of songs best 
suited to their intellectual and spiritual needs. (9) 
He will also see that an ample supply of good Bibles 
and Testaments are secured and properly placed for 
use in worship services. The American Revised Ver- 


“a 
X\ 


252 CHURCH-SCHOOL LEADERSHIP 


sion, or some other good, modern version, is the Bible 
which church-school workers owe to the children and 
youth of this generation, even as the so-called Au- 
thorized Version has been the beautiful Biblical 
heritage of the generation now passing. (10) Since 
the offering is a part of worship, the director should 
make sure, in the smaller school, that there are ac- 
ceptable plates, baskets, or boxes to use in receiving 
the offering, and he can, through others in a large 
school, take this precaution for the necessary re- 
ceptacles. (11) The director himself, and through 
helpers, should strive to create worship conditions. 
He will keep in close, friendly counsel with the director 
of physical welfare in the large school, or sexton in the 
small, and make sure that every room where a worship 
service is to be held will be made ready so that chairs 
or pews are in order, Bibles and hymn books in place, 
and that the room is properly heated, lighted, ven- 
tilated, and clean. Cleanliness is next to godliness, 
ever true! As adults, we may create sanctuaries within 
our own hearts and in the midst of crowded streets 
there worship, but for children and most young people 
the place makes or breaks the spirit of worship. (12) 
The church-school director of worship faithfully, 
efficiently working on year after year, renders im- 
measurable service to the church as a-whole, making 
possible a great group of intelligent, reverent public 
worshipers at the regular church service. Under God, 
he creates many a personal longing after the springs of 
devotion that satisfy the innermost thirst of the soul. 


ELEMENTS IN THE SERVICE OF WORSHIP 


There are a few essentials in every church-school 
service of worship for all age groups, viz., the Bible, 


DIRECTOR OF WORSHIP 253 


prayer, hymns, and offering. In services for juniors, 
junior and senior high school groups, young people and 
adults, it is well to use occasionally a talk, a story, a 
poem, special instrumental music, and pictures. Only 
brief consideration is here given to these elements. 

The Scriptures. ‘There should be very simple mem- 
ory verses and stories in the beginners’ department, 
with wider use in primary groups, and generous Scrip- 
ture portions with juniors and above. The Bible may 
be used by older pupils in some of the following ways, 
for the sake of variety: (1) call to worship and re- 
sponse; (2) read by leader; (3) concert (in unison) 
reading by whole assembly; (4) alternate verse read- 
ing (leader and group); (5) one class stand and read 
in unison, or the members read verse by verse; (6) 
two classes, one as leader, other in response; (7) Bible 
scene pantomimed, if well done, by young people’s 
group is very effective; (8) dramatization of a Bible 
incident or story is of great value and, if thoroughly 
rehearsed by a chosen group, could serve for whole 
worship period. 

Prayer. “The heart of worship is prayer.” Very 
simple in children, yet real and something to be cul- 
tivated, spontaneously, never mechanically forced. A 
child unspoiled just naturally prays. In primary and 
beginners’ groups, the leader should encourage vol- 
untary child-prayers and make programs so elastic that 
these beautiful outgoings of gratitude will be in place 
anywhere in the worship service. The very definite, 
concrete prayers of children sometimes are amusing, 
but teachers should never show anything but reverent 
consideration at all times. With older groups, prayers, 
always short, may be used in different ways: (1) in- 
dividual prayer by leader, teacher, pastor, superin- 


254 CHURCH-SCHOOL LEADERSHIP 


tendent, class member, or visitor; (2) Lord’s prayer 
in unison, or phrase by phrase; it divides readily into 
six or a dozen portions; (3) sentence prayers—one 
from, each of divisional or departmental or class groups 
or one from each member in a class; (4) silent prayers, 
not often and better when directed by the leader au- 
dibly or with placards, or by use of blackboard or 
pictures; (5) benediction, Mizpah or Jude’s or some 
other. Prayer being the very soul of worship, the 
director should help participants to pray intelligently 
and, above all, sincerely, as unto God and not unto 
men. Some of the best prayers I ever heard were the 
prayers of boys out in the open at camp or on a hike. 
Seldom ever should young people commit to memory 
a written prayer. A few sincere words direct from 
the heart mean more than the formal utterances of 
another. | 
Hymns. In all probability, songs well chosen and 
easily understood carry highest worship values. The 
director of worship will keep a few things in mind: 
(1) Choose and help others choose only such books as 
are musically and spiritually high grade. The music 
should be churchly without being morose or monoto- 
nous. It should have melody, movement, tonal color, 
richness, and be suited to the words and the worship 
objective sought in the place where it is used. The 
words are quite as important as tunes. Sometimes a 
beautiful tune is wedded to mongrel words. A good 
test for a director of worship or music to make is to 
divorce the words from the tune for a few minutes and 
read the words alone to get the meaning and literary 
values. It has been well said, “What is not good 
enough to be read or recited as poetry should never be 
sung.” Ifa minister should preach the words of some 


DIRECTOR OF WORSHIP 255 


songs his parishioners would rightfully object. Yet the 
same words sung go unchallenged. ‘There are jazz 
words as well as jazz tunes. Both are to be avoided. 
We have noticed that some people who strenuously in- 
sist on certain pulpit brands of theology lustily sing 
almost anything. (2) The director should select ap- 
propriate hymns to suit the worship theme; words and 
tunes should work together to bring about the desired 
attitudes of loyalty, gratitude, goodwill, and service, 
and the right emotional responses to the goodness and 
greatness of God. To reach such ends every hymn 
used should be on the level of understanding and ex- 
perience of the child, youth, or adult for whom the 
worship service is planned. (3) There should be a 
variety in hymns and in their use. With small chil- 
dren a few simple hymns suited to their nature and 
needs and with bright, easy melodies should be mem- 
orized and used again and again. As we come to 
juniors, the great hymns of the church, one by one, 
should be memorized. These will be worship-capital 
for all life. With older groups, the hymns should be 
used in various ways: whole assembly sing whole 
hymn; whole class or department do the same; verse 
by verse, singing by classes or individuals; use solos, 
duets, trios, quartettes, not for exhibition, but for 
worship purposes; orchestra or piano play quietly a 
familiar prayer hymn, while heads are bowed. As a 
call to worship, or in the midst of the service; a hymn 
tune can be reverently whistled with good effect; leader 
can use verses of hymn as outline of worship talk; al- 
ternating verse of hymn, verse of Scripture is good; 
sometimes verses of hymns can be illustrated by flat 
pictures held up, or stereopticon slides used with tell- 
ing results; victrola records (solos, duets, trios, quar- 


256 CHURCH-SCHOOL LEADERSHIP 


tettes) of sacred songs are available and their occa- 
sional use advantageous; a hymn is highly prized 
when the story of its origin and use is given before 
singing; some hymns can be antiphonally sung; cer- 
tain hymns lend themselves beautifully to reverent 
pantomime; other hymns can be realistically dram- 
atized or put on in pageant form; once in a while a 
good reciter can read a hymn as the piano plays slowly 
and softly. If prayer is the heart of worship, what 
shall we say of a soul-gripping hymn? 

Instrumental music is a very vital part of a worship 
service for all ages. It.can be used to call to worship 
and prepare the way, or carry worshipers along, or 
to close the service. It can quiet, soothe, start on a 
march, or stir to action. For older groups, solo instru- 
ments should be used on occasion, but always for 
worship purposes, never to compliment or entertain. 
Selection should be short, reverent, in keeping 
with the theme. The leader or director should take 
no chances, but in advance counsel with the player 
on the necessity of brevity and worshipful rendi- 
tion. 

The story, a message of truth, has come to have 
great value in the worship period, even as in class in- 
struction. Many stories are now available which are 
suitable for worship services. These should be short, 
appropriate to theme, told, not read, and from Sunday 
to Sunday be varied,—Bible, missionary, patriotic, 
Service, and stories of moral heroism. Stories as all 
forms of truth-presentation should be suited to the 
several age groups. 

Poems which drive home the thought of the service, 
if short and well spoken, are appropriate in almost any 
worship service. The very short stanza with a simple 


DIRECTOR OF WORSHIP 257 


message helps children, as do the longer poems for 
young people and adults. 

Talks—a crisp, appropriate talk of two-to-five min- 
utes is acceptable and worthwhile in worship services 
of young people and adults. They should not be used 
with juniors and below, except in connection with pic- 
ture poster, object, or blackboard. The director or 
leader must pledge the talker to keep within time 
limits. 

Pictures of the right sort, either copies of master- 
pieces held up or used through stereopticon, or re- 
flectoscope, can be made very useful in creating the 
Spirit of worship. Directors can avail themselves of a 
fine collection at small cost. 

Offering—the offering should be made an act of true 
worship. It should never be referred to as the “col- 
lection.”” Ushers or receivers of the offering should be 
appointed and trained, a group serving for a month, 
or longer. Duplex envelopes should be used by all 
members of all classes, and these should be placed on 
the plates or baskets as they are passed. The director 
of worship wisely planning the offering is training 
future church givers. It is a good plan for collectors 
to come forward and stand together while the leader 
prays, then as offering is taken, piano plays quietly and 
the leader recites slowly stewardship scripture verses, 
or other verses, on giving. It is better to have the 
prayer before the offering. The above plan can be 
used to advantage where a school worships all together 
in one room, or by departments. The day of class 
envelopes gathered by a treasurer, disturbing the teach- 
ing period, should be over. 


258 CHURCH-SCHOOL LEADERSHIP 


THE DIRECTOR’S TEN TESTS OF A WORSHIP SERVICE 


1. Is the service instructive, even in We beginner’s 
department? 

2. Is the service devotional through and through? 

3. Are participants sincere and reverent? 

4. Does the service enable many to have part espe- 
cially in the young people’s and adult depart- 
ments? 

5. Is there variety from Sunday to Sunday? 

6. Do the parts of the service blend, 2.e., is there 
harmony in the use of the elements? 

7. Is the service climactic, #.e., does it have a goal 
and reach it? 

8. Does the worship service prepare mind and heart 
for better class work? 

9. Does the worship service for young people and 
adults enrich personal lives and create a desire 
for private prayer, Bible reading, and closer fel- 
lowship with Christ, honoring the Holy Spirit? 

10. Does the worship service, especially of young peo- 
ple and adults, stir to deeds of heroic, sacrificial 
service for others? 


A TYPICAL PRIMARY WORSHIP SERVICE 
Theme: Thanks for God’s Good Gifts 


Call to Worship. ‘Come, Ye Thankful People, 
Come.” (Any standard hymn book. Play worship- 
fully and softly, that the music of this great hymn may 
become part of the child’s worship sense. ) 

Hymn: “Morning Hymn.” (Songs for Little Peo- 
ple, No. 2. Danielson-Conant, The Pilgrim Press, 
Boston, Mass.) 


DIRECTOR OF WORSHIP 259 


“Father, we thank Thee for the night, 
And for the pleasant morning light, 
For rest and food and loving care 
And all that makes the day so fair.” 


Hymn: “This is God’s House.” (Songs for Litile 
People, No. 8.) 


“This is God’s house and He is here today, 
He hears each song of praise and listens when we 
pray.” 


Bible Verses: Psalm 100. 


Prayer Song: “Lord, Who Lovest Little Children.” 
(Songs for Little People, No. 21.) 


“Lord, Who lovest little children, 
Hear us as we pray to Thee.” 


Prayer: 


“Father of all in heaven above 
We thank Thee for Thy love. 
Our food, our homes, and all we wear 
Tell us of Thy loving care. Amen.” 


(Following the prayer, play the music to the above 
while the heads remain bowed. From Song Stortes for 
the Sunday School, Clayton F. Summy Company.) 


Offering Service: 


Every good gift and every perfect gift is from above, 
coming down from the Father.—James 1:17. 
Freely ye received, freely give—Matthew 10:8. 
God loveth a cheerful giver —II Corinthians 9: 7. 
For God so loved the world that He gave His only 
begotten Son that whosoever believeth on Him 


should not perish but have eternal life-—John 
Sic: LO: 


(All recite above verses together quietly and rev- 


260 CHURCH-SCHOOL LEADERSHIP 


erently while a representative from each class brings 
the offering. ) 
Offering Hymn: (Songs for Little People, No. 88). 
“We give Thee but Thine own 
Whate’er the gift may be; 
All that we have is Thine alone, 
A trust, O Lord, from Thee. Amen.” 
Lesson Study: 


(Have pianist play “Come, Ye Thankful People, 
Come,” while children gather around the superin- 
tendent for the missionary story.) 


Missionary Story: 


Primary Picture Stories About South America, 
Story V. (Secure from any denominational 
board.) 


Song: “A Whisper Song.” 
(Played, not sung, as heads remain bowed in prayer.) 
Closing Prayer: 

Dear Jesus, we thank Thee for Thy love. Bless Thy 
children everywhere and may the day come when 
they may all know and love Thee. Be with us as 
we go toour homes. Help us this week to be kind 
one to another. Amen. 

A TYPICAL JUNIOR WORSHIP SERVICE 

Theme: Gratitude for our Christian Land 

Prelude: (Instrumental). 


“God of Our Fathers” (Hymnal for American 
Youth, No. 245). 


Call to Worship: 
(Psalm 108: 3, 4.) 


DIRECTOR OF WORSHIP 261 


Supt. 
I will give thanks unto Thee, O Jehovah, among the 
peoples 
And I will sing praises unto Thee among the nations. 
Dept. 
For Thy loving-kindness is great above the heavens, 
And Thy truth reacheth unto the skies. 
Praise Hymn: 
“God of Our Fathers.” 


Loyalty Service: 


Salute to the Flag of Our Country. 


I pledge allegiance to my flag and to the republic 
for which it stands, one nation indivisible with 


liberty and justice for all. I salute thee. 
Hymn: 
“ My Country ’Tis of Thee” (last stanza). 


Salute to the Christian Flag. 

I pledge allegiance to my flag, and to the Saviour 
for whose kingdom it stands, one brotherhood 
uniting all mankind in service and in love. I 
salute thee. 

Hymn: 
“ Fling Out the Banner” (one stanza). 


Story: 
The Pilgrim Fathers. 


Recitation: 
“The Landing of the Pilgrims.” Hemans. 


262 CHURCH-SCHOOL LEADERSHIP 


Hymn: 
“Faith of Our Fathers.” 


Fellowship Service: 


Recognition of World Brothers and Sisters of non- 
Christian lands. (Prayer.) Recognition of Birth- 
days, New Members, Visitors, Church Attendance, 
Honor Classes. Announcements. 


Memory Work: 


Devotional Service: 
Quiet Music. 


Scripture: 


Supt. Righteousness exalteth a nation; but sin 1s a 
reproach to any people—Prov. 14: 34. 
Dept. Blessed is the nation whose God is Jeho- 
vah.—Psalm 33:12. 
Teachers: Yea, happy is the people whose God is 
Jehovah—Psalm 144:15. 


Hymn: “Faith of Our Fathers.” 


Prayer and Response: 


Supt. For this beautiful world which thou hast 
given to us, thy children, 

Dept. We give thee thanks, our Father. 

Supt. For the food and clothing and shelter with 
which thou dost provide us, 

Dept. We give thee thanks, our Father. 

Supt. For the brave and noble heroes who fought to 
make our world safer and happier, 

Dept. We give thee thanks, our Father. 

Supt. For these days of peace and prosperity, 

Dept. We give thee thanks, our Father. 

Supt. For Jesus Christ, our Saviour and our Friend, 

Dept. We give thee thanks, our Father. 

Supt. For the Christian land in which all are free 
to worship thee, 


DIRECTOR OF WORSHIP 263 


Dept. We give thee thanks, our Father. 
Supt. Help us to be always true to thee. Amen. 
Call to Study: 


Supt. Give me understanding, and I shall keep thy 
law ; 
Yea, I shall observe it with my whole heart.— 
Psalm 119: 34. 


Lesson Study: 

Hymn: “Jesus Shall Reign.” 
Prayer: 

Postiude: (Instrumental). 


A TYPICAL WORSHIP SERVICE FOR YOUNG PEOPLE 
Theme: Gratitude for Friends 
Prelude: (Instrumental) “Holy, Holy, Holy.” 


Call to Worshtp: 


Leader: Enter into his gates with thanksgiving, and 
into his courts with praise. Give thanks 
unto him and bless his name. 


Response: From the rising of the sun unto the 
going down of the same, the Lord’s 
name is to be praised. 


Hymn: ‘For the Beauty of the Earth.” No. 38, 
in Hymnal for American Youth. 


Prayer of thanksgiving, with choral response, No. 
35, back of Hymnal for American Youth, 


Responsive Service: 


Leader: Ii I can stop one heart from breaking, 
I shall not live in vain. 


264 


CHURCH-SCHOOL LEADERSHIP 


Response: Let me live in a house by the side of the 
road and be a friend to man. 


Leader: Entreat me not to leave thee, and to retum 
from following after thee; for whither 
thou goest, I will go; and where thou 
lodgest I will lodge; thy people shall be 
my people, and thy God, my God. 


Response: <A friend loveth at all times. 


Leader: And Jonathan caused David to swear 
again, for the love that he had to him; 
for he loved him as he loved his own 
soul. 

Response: And David said, Is there yet any that is 
left of the house of Saul that I may 
show him kindness for Jonathan’s 
sake? 

Leader: Thou shalt love thy neighbor as thyself. 


Response: Ye are my friends if ye do the things 
which I command you. 
Leader: No longer do I call you servants; 
but I have called you friends. 
Response: Greater love hath no man than this, that 
a man lay down his life for his friends. 


Hymn: “Where Cross the Crowded Ways of Life.” 


No. 


222 in Hymnal for American Youth. 


Worship Through Offering: 


Scripture: The Home of Friends—Luke 10: 38-42; 
John 11: 32-36, read by a boy and a girl from the 
Senior Department. 


Prayer: Silent gratitude for friends, followed by 
prayer by a boy and a girl in Young People’s Depart- 
ment, and choral response, as above. 


DIRECTOR OF WORSHIP 265 


Poem: “The Friend of Man.” 


The poet will sing of the house by the road, 
Where the friend of mankind abides; 

Another will sing of lifting their load, 
While walking along by their sides. 

Each poet, no doubt, sees a service complete 
In his own chosen angle or way; 

But the Master to mankind would humbly entreat 
For the service of both, I dare say. 


Yes, our Master knows both the road and the home, 
For the weary who plead for rest; 

And those who are out on life’s highway to roam, 
He'll take as His humble guest. 

So someone must render an aid to these men, 
Through the day as they carry their load, 

And give them their shelter when long nights begin, 
In this home by the side of the road. 


There are men who need just a word of good cheer, 
And others with wounds to be healed; 
There are some who have souls that are burdened with 
fear, 
Yet these to the world are concealed. 
Let me speak a kind word to the weak ones each day, 
Let me see that the hungry are fed; 
For the wounded I pray for a house by the way 
With a cot for their weary head. 


There’s a service to give in life’s road-way each day, 
With the crowds that go rushing by, 
And I could not remain in my house by the way 
And watch this in silence, not I. 
But I’d go to their side, and help bear their load, 
And then I would cheerfully say— 
“Tm glad I can walk with the men in the road, 
As I live in my house by the way.” 
—Jessa Wess. 


Solo: “I Would Be True.” No. 170 in Hymnal for 
American Youth. 


266 CHURCH-SCHOOL LEADERSHIP 
Story: “The Road of the Loving Heart.” 


THE ROAD OF THE LOVING HEART 





Remembering the great love of his high- 
ness, Tusitala, and his loving care when we 
were in prison and sore distressed, we have 
prepared him an enduring present, this road 
which we have dug forever. 


In a far-off island, thousands of miles from the main- 
land, and unconnected with the world by cable, stands 
this inscription. It was set up at the corner of a new 
road cut through the jungle, and was signed by ten 
chiefs. 

Many years ago a Scotsman settled on this island. 
He was sick and discouraged, and knew he had not 
long to live. He found the natives at war with each 
other constantly. The victorious chiefs placed the 
vanquished natives in prisons and mistreated them in 
every way known to them. The Scotsman worked 
among them, and the wars finally ceased when each 
side called him by the same name, and thus conferred 
upon him the highest honor they could give. This 
Scotsman visited the men in prison and cared for them, 
and they said they never had such a friend. Finally he 
succeeded in getting the natives out of prison, and in 
grateful appreciation, they built this great white road 
through the jungle to the top of a great high moun- 
tain that their friend loved so well. 

Shortly after the road was completed, the great 
white chief died. The natives came from all parts of 


DIRECTOR OF WORSHIP 267 


the island and sat all day and night by the body of 
their beloved chief, Tusitala, in silent grief. Then, 
one of the black natives rose and said, “I am only a 
poor black man and ignorant, yet I am not afraid to 
come and take a last look at my friend. Behold, 
Tusitala is dead. We were in prison and he cared for 
us. The day was no longer than his kindness.” ‘Then, 
reverently and tenderly, they carried the body to the 
top of the great high mountain and there laid it to 
rest. 

The civilized world mourns the loss of the great 
author, Robert Louis Stevenson, but the Samoans 
mourn the loss of a brother who outdid all others in 
loving kindness. 

The phrase, “The road of the loving heart,” is a 
gospel in itself. ‘“The day is no longer than his kind- 
ness” is a new beatitude. Fame dies, honors perish, 
but loving kindness is immortal.—Told by Annie Fel- 
lows Johnston in The Little Colonel’s Houseparty. 


Lesson Study: 
Benedictory Hymn: ‘What a Friend We Have in 
Jesus” (in most hymnals). 


(Above programs used by courtesy of the International Jour- 
nal of Religious Education.) 


THE DIRECTOR OF MUSIC 


Where one person can be designated as director of 
worship and music, it would give new meaning to his 
position. If his major strength is music, the pastor 
and superintendent could help him to become skillful as 


268 CHURCH-SCHOOL LEADERSHIP 


a creator and conductor of real worship programs as 
well. However, in schools of medium size, and larger, 
there should be two officers, one who sees the wide 
educational scope of worship and one who is im- 
mediately associated with him and known as the di- 
rector of music. It can be seen at once how imperative 
it is for these two valuable church-school officers to be 
agreed as touching all matters of devotional interest 
to the school. They will counsel often and codperate 
always. Music itself is so vital a part of worship that 
it is inconceivable that one of these officers should 
move independently of the other. If the superinten- 
dent nominates the general officers of the school, and 
such usually should be the case, two persons acceptable 
to each other should be named for election by the 
school. Especially is it desirable that the person which 
the superintendent has decided upon as the one best 
suited to become director of worship should be con- 
sulted as to his choice for director of music. It will 
be the superintendent’s privilege and clear duty to pre- 
pare the way for a mutual understanding of the rela- 
tionships of these two dove-tailing positions. Spiritu- 
ally, they should be in the same key. Discord in their 
dispositions would be worse than piano and orchestra 
going in opposite directions. Generally speaking, musi- 
cians are “sensitive souls” and must possess themselves 
with a generous supply of Christian grace and patience 
that self-control may sit enthroned. Lost control will 
mean lost leadership. ‘\ 
THE MINISTRY OF MUSIC 


The ministry of music in the church school is very 
real, definite, and permanent. The service of song 
alone cannot be measured, so far-reaching is its in- 


DIRECTOR OF MUSIC 269 


fluence. Great has been the preaching ministry of 
Spurgeon, Brooks, Jowett, and many other noble souls, 
but we sometimes wonder if the song-ministry of 
Wesley, Watts, Crosby, and others has not reached 
more people, young and old, with the Christian truth. 
The sermon snail paces along the highways of life, 
while song takes the tune wings of the morning and 
aviates to the ends of the earth. I stood at the grave 
of Isaac Watts«and thought eternity alone will tell the 
story of his world service through song, and a like 
thought came to me when, looking into the sightless 
eyes and clasping the puny hand of the fragile, little 
old song-saint, Fanny Crosby, whose more than seven 
thousand hymns have sung themselves into the hearts 
of humanity where’er the sun doth his successive jour- 
neys run. Where the Christian missionary goes, there 
go the great hymns of the church, immortal messen- 
gers of God’s everlasting truth. 

The ministry of song in the church school is a full, 
fruitful one: (1) It carries a saving message to the 
unsaved, opening the door of the heart to the coming 
in of Christ as a personal Saviour and Friend; (2) it 
carries a service message to the saved, pushing them 
out into the fields white for the gleaning, fromi a neigh- 
borly lending-a-hand to the far-away frontiers of the 
- Kingdom’s missionary enterprises; (3) it gives 
spiritual vision and virility, putting into the heart 
courage, patience, unselfishness, faith, hope, love; 
(4). it rallies the thinking idealism of individuals to a 
common, conquering purpose, the crusader’s song 
makes the crusaders strong; Armenians are a singing 
people; their songs kept them alive under Turkish ter- 
rors; (5) it emotionalizes individuals for social action; 
not only rallies them about a banner, but drives them 


270 CHURCH-SCHOOL LEADERSHIP 


through difficulties and defeat to the day of triumph. 
The sermon may be forgotten, but the song lives on 
and sings its way into every language of every race 
the world around. It is often the universal spiritual 
panacea for earth’s aches and ills. 


THE DIRECTOR HIMSELF 


The director of music adds to or subtracts from the 
school spirit so markedly that great care should be 
given to his selection. He (she) should be a devout 
Christian, full of life, but reverent and spiritually 
minded. He should be a genuine lover of children and 
young people. If possible, he should be such a sensible 
optimist that as soon as he gets on his feet, his ready 
wit and genial presence will start an epidemic of good 
cheer. No school should ever let a gloom-begetter 
stand before it. A Christian that lets his goodness 
pain-streak his face is about as welcome as a rain cloud 
on the day of the picnic. The director of music, if he 
is a musician at all, possesses a sensitive ear and a 
more sensitive soul Therefore, he must be patient; 
if he loses his temper, he loses his influence. If he 
ever comes to the place where his brain begins to tune 
into the broadcasting stations of Mrs. Caudle or Old 
Scrooge, he better resign. The director need not be an 
expert singer himself. Very often an exceptional solo- 
ist is a poor director. He must know music and know 
how to get others to sing and to worship in what they 
sing and how they sing. The director will need as- 
sistants. In the smallest school, he will have an organ- 
ist or pianist and assistant. In the larger schools, he 
will need these and probably a leader of his orchestra, 
and one who can directly assist him occasionally in the 
platform direction of music. 


DIRECTOR OF MUSIC 271 


THE DIRECTOR’S DUTIES 


Among the privileges open to the church-school 
director of music are: (1) the leadership of a vital 
ministry of music for the school, with all the educa- 
tional values he can put into it and get out of it, for 
music is one of God’s good gifts; (2) he should plan 
in cooperation with the director of worship for the 
music numbers in the worship programs of the school 
as a whole and by departments; indeed, they should 
work out the worship programs together and many 
weeks in advance; (3) he should select and use only 
the best hymns, never permitting jazz tunes or dog- 
gerel words; he will not let piano or orchestra rag-time 
the school; (4) he should insist on the school, though 
small, owning a good piano, and, if large, a good piano 
for the school and a good one for each department, and 
that all be kept in good condition; (5) the director of 
music should “‘have the say” as to the selection of a 
pianist, for a poor player can bring his musical plans 
to nothing, or worse; (6) he should, if at all possible, 
organize an orchestra; even in a small school, a few 
good instruments can be assembled and a leader se- 
cured; an orchestra greatly helps the school spirit and, 
if wisely led, materially aids in the worship period; 
(7) if in a large school, a general, well-trained chorus 
makes possible a musical service of great beauty and 
power, or the director may prefer to have a children’s 
choir, or a boys’ choir through which to offer special 
music; (8) he will, after he is sure of his people, use 
feature numbers, such as solos, duets, trios, quartets, 
making sure to insist in advance on knowing just what 
is to be presented; (9) because the school appreciates 
them, he will make use of instrumental specialties, such 


272 CHURCH-SCHOOL LEADERSHIP 


as violin, cornet, flute, or saxaphone numbers, previ- 
ously finding out the selections to be rendered; (10) he 
should keep in mind the necessity of grading the music 
used so that like the best courses of instruction, the 
different age groups can grasp the meaning. 

(11) He should never make the hymn an end in 
itself, or, for that matter, any other musical part of the 
program; all music should carry its educational spiritual 
message; (12) he should take time to interpret and 
teach new hymns; how much of our best hymnals lie 
unused due to indifference, inability, or laziness of the 
director; at least one new hymn should be studied and 
learned each month; (13) he should cooperate with the 
departmental principals in the preparation of their mu- 
sical programs, thus rendering a welcome service, 
provided he knows the musical needs of the different 
age groups; (14) he will give special attention to the 
music on the great special days of the church school, 
such as Rally Day, Christmas, Easter, and Children’s 
Day; at such times his expert leadership will meet 
with the hearty approval of the whole church, and thus 
make his work easier as the church-school director of 
music; (15) he will find pleasure in arranging special 
music for the good time gatherings of the school, or of 
the school’s groups, and by this means win friendships 
and pupil loyalties necessary for the improvement of 
the whole musical program of the school; (16) he 
should plan for an annual church-school concert, using 
as many varieties of musical features as possible; this 
should not be in the form of an entertainment to make 
money, but as a real contribution to the musical edu- 
cation of participants and friends; (17) he should be 
a discoverer of musical talent, learning all he can from 
public school teachers and private music instructors; a 


DIRECTOR OF MUSIC 273 


musical director known to the writer practically every 
Sunday slips into one of the departments of the school 
on a quiet hunt for prospects; (18) the church-school 
director of music should serve as chairman of any 
committee appointed by the superintendent to select 
school hymnals, or chorus, or quartet books; he ought 
so thoroughly to inform himself that departmental 
leaders will seek his advice when securing books for 
their worship; (19) in cooperation with the superin- 
tendent, he should prepare the school’s annual music 
budget, for he knows the needs better than others; 
(20) naturally, he is the church-school’s representative 
to cooperate with musical directors in other schools 
in the district in putting on a big musical festival in 
the interest of a greater appreciation of sacred music. 

Music is one of God’s great and good messengers of 
His truth to men. The gift of musical ability to an 
individual is a sacred trust. The opportunity to direct 
others into the fullest enjoyment of music is a high and 
holy privilege. 


XVII 


THE DIRECTORS OF EVANGELISM, COM- 
MUNITY SERVICE, AND MISSIONS 


E come now to consider expression through 
evangelism, community service, and mis- 


sions. 


THE DIRECTOR OF EVANGELISM 


Every church school, no matter how small, should 
have a director of evangelism. In almost every case, 
this director should be the pastor. He is the one set 
apart by his church, or other authority, with evan- 
gelism, rightly understood, as his major function. 
There is a certain responsibility, God-placed, that he 
cannot or should not delegate to others. He will need 
and will have helpers, but he is the chief evangelist. 
His pulpit ministry may be heavy and hard to bear, 
and his shepherding unusually exacting and wearing, 
but evangelism is his prime duty and holy privilege in 
the pulpit and in the parish, but most of all through 
the church school. If a church-school constitution 
makes provision for an officer known as the director of 
evangelism, and it should, the pastor should be elected 
to that position. This may not be absolutely neces- 
sary, but it is important and highly desirable. The 


thing must not go by default and then some day some- 
274 


DIRECTOR OF EVANGELISM 275 


body be forced to cry out for a special evangelistic 
campaign to make amends for expensive negligence of 
the better way. Special evangelistic campaigns may be 
necessary when there have been years and years of 
neglect to reach children and youth through a quiet, 
constructive church-school policy of educational evan- 
gelism. 

Let no one misunderstand the writer. Do not: 
class him either with those who are opposed to evan- 
gelistic campaigns, for he is not, or with some people 
who may mean by educational evangelism a process 
of educating children into the Kingdom without def- 
inite, personal choices on their part, or without the 
definite, regenerating work of the Holy Spirit in the 
individual heart, by reason of repentance and faith in 
Jesus Christ as a personal Saviour. We do not hold 
such a position. By educational evangelism we mean 
the bringing to bear upon the life of every child the 
early nurture and training of consecrated Christian 
parents, then the more systematic religious education 
in the home, also the continuation of religious educa- 
tion in the church school and the church, and the en- 
vironing of the life with Christ-controlled experiences, 
so that as the child comes to the place of sufficient 
knowledge, of his own volition, having had his will 
trained, he may definitely, personally, intelligently 
choose Christ as his Saviour and Lord. People speak 
segmentally or prejudicially who confuse evangelism 
and religious education. They are not antithetical or 
mutually exclusive. The vast majority of religious 
educators see the scope of educational evangelism 
clearly and go on a further step to say that the church 
school must help this saved child to grow in grace and 
the knowledge of Jesus Christ, and be trained for co- 


276 CHURCH-SCHOOL LEADERSHIP 


operative service with and for Christ, to help Him get 
His gracious will done in the world. We now venture 
a diagrammatic presentation. 


THE FULLER MEANING OF EVANGELISM 


There has come to the mind of every thoughtful 
Christian worker many times the expression “saved 
but lost.” Is it not the shame of our Kingdom service 
to win children, youth, and adults to Christ and the 
church and then let them drift away from active partic- 
ipation in Christian work? Saved, but lost to the 
church and Kingdom enterprises. It is hoped that this 
simple arrangement may help directors of evangelism 
to project an adequate policy of evangelism for their 
church schools: 











| | VERBS | CHRIST CENTRAL | NOUNS | 
| 1 | Believe | Saved by Christ | Salvation | 
| 2 | Abide | Nurtured in Christ | Growth | 
3 Come and Receive Trasned for Christ | Training | 
| + | Go and Give | Yoked with Christ | Service | 


by 


N urtured CHRIST 


17% 


Yoked 
with 





> a OO ee < 


DIRECTOR OF EVANGELISM 277 


All of which means far more than signing a card 
on decision day, or coming forward in answer to an 
evangelistic appeal. The director and his helpers know 
full well that much must be done before the public or 
private decision day, and that the follow-up through 
months and years is also of great importance. That 
the “babe in Christ” must be nurtured for proper 
growth and development, and that training and service 
through discipleship and apostleship all are necessary 
in the fullest program of educational evangelism. 


THE DIRECTOR HELPING PARENTS 


The director of evangelism has, or should have, 
friendly and fruitful relationships (1) with children, 
youth, and adults that need him; (2) with their homes; 
(3) with the church-school groups of which they are 
a part; and (4) with the church to which he hopes to 
vitally connect them. 

Of special significance is his relationships with the 
parents of the church-school children and young people. 
He may manifest his interest as follows: (1) parental 
parties give social contacts that lengthen out into 
friendship ties-that-bind. It is a delightful custom in 
many church schools some two or three times a year, 
usually during Rally week in September, New Year’s 
week, and children’s week, in April, for the parents to 
be invited to the church-school building for good times 
with their children and the teachers of their children. 
A satisfactory schedule is for three departments to 
come in the afternoon and the others in the evening; 
cradle roll children, 3 to 4 o’clock; beginners, 4 to 5; 
and primary, 5 to 6; juniors, 6 to 7; junior and senior 
high school groups, 7 to 8; and young people, 8 to 9; 
(2) parental letters often as follow-ups from acquaint- 


278 CHURCH-SCHOOL LEADERSHIP 


ances formed by the director at the church parental 
parties, or he may, in cooperation with the church- 
school director of records, use birthday and other 
such events for a letter-message; (3) parental visita- 
tions, having in mind definite plans for the religious 
education of children and young people in the home; 
(4) a parent-problem library of books, magazines and 
pamphlet literature; fortunately there are accessible 
now such books and leaflets as will be most helpful 
when wisely and widely circulated; (5) parent-training 
classes are now held in many church schools where the 
younger parents can receive systematic and very prac- 
tical information on child nature and child nurture, 
and other related subjects; (6) parent-teacher associ- 
ations so profitable in public school groups are equally 
beneficial in church-school connection, when under 
capable leadership. 


THE DIRECTOR HELPING TEACHERS 


Parents can do much, perhaps most, and yet, with 
junior and high school groups, often the church-school 
teacher has a commanding influence that the director 
of evangelism should recognize and utilize. The full- 
headed, far-seeing director will help teachers to see 
and seize their opportunities and loyally, lovingly as- 
sume their responsibilities: (1) because of position 
and personality; (2) for correct understanding; and 
(3) for the right approach. 

The teacher has responsibility because of his per- 
sonality and position: (1) as a Christian, through his 
life and example; (2) as a teacher, being older, with 
more knowledge and with more experience; (3) as a 
leader, recognized and followed; (4) as a trustee ap- 
pointed by the school with the sacred stewardship of 


DIRECTOR OF EVANGELISM 279 


young life, for which account must be given; (5) asa 
friend, for friendships and close fellowships always 
bring social, moral and spiritual obligations. 

The teacher should be brought to the correct under- 
standing of youth. At this the director will patiently, 
professionally work, keeping constantly in mind the 
evangelistic end sought. The teacher that wills to 
know may know the children and youth for whom he is 
evangelistically concerned: (1) their natures, that 
some are self-centered and snobbish, while others are 
socially-minded and democratic, some are dreamers, 
others doers, some paradoxical and secretive in atti- 
tudes and behavior, others open and frank, some phari- 
saical, self-righteous, others humble and reticent; the 
variety and moodiness give fascination to the study; 
(2) their needs, equally various and often hard to 
analyze; (3) their motives, mixed and so complex that 
an X-ray reveals little; (4) their interests, transitory, 
trivial, yet to them vital; (5) their yearnings, sincere, 
even desperate, some upward, some despairingly down- 
ward; (6) their potentialities, heaven high, world wide, 
fathomless as the sea; (7) their difficulties, physical, 
mental, social, religious,—gloom-begetters and doom- 
begetters, if no sympathetic, understanding hand gives 
a timely light or lift. 

The director should make plain to teachers the right 
approach to youth. The approach should be: (1) in- 
telligent because dealing with soul values; (2) sym- 
pathetic because expecting soul responses; (3) tactful 
because blunders may work havoc; (4) confident be- 
cause of the great need and because of God’s help; 
(5) Biblical, because of the authoritative word and 
the assurance “the opening of thy word giveth light”; 
(6) positive, for even a child prefers to go forward 


280 CHURCH-SCHOOL LEADERSHIP 


not backward; (7) constructive, moving on from 
foundation to superstructure; (8) cooperative, not 
coercive, life linked to life in a contagious persuasive- 
ness that will mean human life linked to divine life in 
eternal loyalties. 


THE DIRECTOR AND CHURCH MEMBERSHIP 


The director of evangelism knows that when the de- 
cision for Christ as a personal Saviour has brought the 
human life into closest, happiest, divine fellowship, 
then there is needed at once the joy-giving, courage- 
giving and strength-giving fellowships that come from 
organizational association with others who have come 
to the same experience. While it is possible to be a 
Christian and not be a church member, it is not pos- 
sible to be a fully obedient and fruitfully witnessing 
one. How can the director enlist in church member- 
ship? (1) by the cooperation of parents and the 
churchward urge of the home; (2) by the social pull 
of chums and friends already vitally connected; (3) by 
preparation classes, setting forth privileges, duties, and 
joys of church membership; (4) by personal invita- 
tions, always prayerful, tactful, and kindly persistent; 
(5) by public appeal through so-called decision, wit- 
nessing or declaration days in the church school as a 
whole or in departments; (6) by well-planned forward 
step meetings of different age groups; (7) by special 
evangelistic or spiritual life conferences or campaigns. 

The director will show that youth should join the 
church because of: 

What the churchis: (1) Christ’s body through which 
He works; (2) Christ’s cherished institution to which 
He has committed His message; (3) Christ’s channel 


DIRECTOR OF EVANGELISM 281 


through which flows life-giving truth; (4) Christ’s com- 
munity of believers in whose midst He dwells; (5) 
Christ’s power-house, generating the spiritual dynamics 
of mankind; (6) Christ’s field and force, a field to 
be cultivated and fruited, a force to be trained and 
used. 

What the church does for youth: (1) teaches the 
truth that transforms lives; (2) nurtures the devo- 
tional life, bringing comfort, courage, peace; (3) evan- 
gelizes with the good news of the Kingdom; (4) 
inspires to Christian living and service; (5) trains 
for and im service that counts for time and eternity; 
(6) directs expression through public worship; (7) 
provides Christian fellowship, earth’s choicest and 
best; (8) gives Kingdom vision and purpose to life. 

What youth can do for the church: ‘The director 
has an impelling challenge to put up to young people 
in the bigness of the church as an enterprise. He can 
help them to see that: (1) they can honor it because 
of Christ’s leadership; (2) they can give to it time, 
strength of youth, money, lives; (3) they can love it, 
its history, ordinances, traditions, polity, program; 
(4) they can pray for it, for its triumph over ma- 
_ terialism, narrow sectarianism, and for its forward, 
victorious march into all lands; (5) they can work for 
it, investing their lives in its great Kingdom service at 
home and abroad, and making known its Lord ‘to the 
ends of the earth. 

What youth can do through the church: (1) con- 
serve Christian life, their own and others; (2) witness 
for Christ by faithful attendance and the testimony of 
a blameless life; (3) save the unsaved; (4) strengthen 
the saved; (5) radiate helpfulness; and (6) Chris- 
tianize the community. 


282 CHURCH-SCHOOL LEADERSHIP 


THE DIRECTOR OF COMMUNITY SERVICE 


Two of the most important officers in a church 
school are the one who is all eyes and ears to com- 
munity needs and who can commandeer hearts: and 
hands to meet these needs, and the one whose love and 
loyalty to the Christ of the world is a heaven-born 
compulsion to bring the world to Christ. : 

In any church school, small or large, some one per- 
son should help teachers and pupils to express their 
Christian life in unselfish service. Community service 
should not be left to hit and miss, spasmodic efforts. 
Some one must carry responsibility. Community serv- 
ice is in reality Christ’s go-and-do gospel functioning. 
It will be recalled that when Jesus nucleated all the 
commandments around the “thou shalt love,”’ He con- 
cluded “and thy neighbor as thyself.’ My neighbor 
is one who needs me, whether in far-away lands or in 
the near-away home town. The world can never forget 
the lesson of the good Samaritan which Jesus taught 
to a promising pupil, at the end of which He said, 
“Go and do thou likewise.” He who went about doing 
good and Himself came not to be served but to serve 
others must often be disappointed at our slowness of 
heart and hand. He not only would have us “live in 
the house by the side of the road,” but would have us 
leave that house again and again and lovingly search 
the lanes of life for the neighbors who need us. 





THE DIRECTOR HIMSELF 


_ For the director of community service, an intelligent, 
thoroughgoing Christian should be chosen, who will be 


DIRECTOR OF COMMUNITY SERVICE 283 


eyes for the whole church school to see community 
needs and problems, and who will have the ability to 
plan adequately to meet these needs. He (she) should 
be a person of keen insight into human nature, with a 
big heart for “just folks,” and at the same time a 
shrewd observer of the weakness and wickedness of 
wayward humanity. His sensitive detector must be 
quick to discern the deserving and also rapidly register 
justice for the rascal. He must become the school’s 
expressional expert, so channeling altruistic impulses 
that both giver and receiver may rejoice together. He 
knows that on the ledger of life “the gift without the 
giver is bare,” and that the motive in the heart meas- 
ures the gift in the hand. 


THE DIRECTOR’S DUTIES 


The duties of such an officer cannot be constitu- 
tionally tabulated. Only a few practical suggestions 
are offered here, and these are mere hints in the direc- 
tion of a manifold ministry: (1) first of all, the director 
should acquaint himself with a few worthwhile books 
on sociology, social psychology, social service, and 
_ project principles in religious education; lists and 
leaflet literature can be secured from denominational 
boards and from many welfare organizations; he 
should not feel that because his heart is right that his 
head and hand will be free from mistakes; as director, 
he must help, not hinder, for this reason he must be 
informed, otherwise the blind will be leading the blind, 
and both fall into the ditch of the good-intentioned but 
discredited philanthropists; ignorant almsgiving may 
perpetuate a gross evil, and misdirected service may 
do more harm than good; (2) when thoroughly famil- 
iar with the psychological and sociological principles 


284 CHURCH-SCHOOL LEADERSHIP 


undergirding sane community service, and the educa- 
tional principles involved in setting up service projects, 
he should then make a careful survey of the needs to 
be met, and of all local charities at work in the com- 
munity; (3) thus ready, he will work out a policy of 
procedure and arrange programs of graded service 
projects for every age group in the school; the simpler 
forms of service projects can be outlined for beginners 
and other projects graded on up through the depart- 
ments to and including adults; (4) for adults and 
young people the director should suggest reading or 
study courses bearing on the principles and methods of 
modern philanthropy and social service; leaflets are 
available, or the director can duplicate his own out- 
lines; (5) the director will work through department 
principals in setting up the service projects for each 
age group, he himself being careful to unify and grade 
so as to guarantee progress from year to year, thus 
preventing overlapping, and also keeping up perennial 
interest; the director should know the natural service 
outgoings of children and young people at each period 
of their growth and development, so that there may be 
no premature forcing by some sentimental, over-zealous 
advocate of a cause; there is as much need of graded 
service as graded lessons and worship; (6) the director 
will give, or will make provision for others to give, 
talks on local charities and welfare organizations, serv- 
ice opportunities near and far; sometimes an emer- 
gency may demand immediate relief, and, if his service 
project program is elastic enough, some group or groups 
can be addressed and quickly lined up. 

(7) The director will, among many needy objects, 
consider the following: (a) care of a destitute family, 
cooperating with some reliable charity organization so 


DIRECTOR OF COMMUNITY SERVICE 285 


that the case-system may be studied at the same time 
that practical help is given, perhaps the one case may 
involve a dozen service projects for many church- 
school groups; (b) preparation and distribution of 
baskets of food for Thanksgiving and Christmas ob- 
servance; (c) provision for a Christmas tree (summer 
or winter) for a mission Sunday school or church; (d) 
a toy shower participated in by small children for some 
home for neglected children, or some children’s hos- 
pital; (e) assist D. V. B. S. groups in making useful 
things for crippled children, or for homes for aged; 
(e) help junior boys organize and run errands, do 
chores for aged or ill; (f) organize groups of high 
school girls to visit homes of invalid elderly shut-ins 
and sing or otherwise entertain them; (g) provide 
flowers for various uses; (h) neglected children can be 
entertained by parties and helped through sewing, art- 
craft, or other manual projects; (i) older young people 
and adults can be enlisted in big brother or big sister 
service for delinquent children; (8) the resourceful 
director will make note of many forms of service and 
keep his programs comprehensive and attractive. 


THE DIRECTOR OF MISSIONS 


One of the rare service privileges for any church- 
school officer is that of director of missions. To the 
Christian who has climbed even a foothill, the farther 
vision is a challenge; to him who mounts to a peak, 
the broad horizon puts an urge in the soul that cannot 
be satisfied again with a vision limited by some little 
home town backyard fence. The field is the world. 


286 CHURCH-SCHOOL LEADERSHIP 


The impossible becomes possible. The eternities thun- 
der “Forward!” The far-flung line of Kingdom ad- 
vance pushed to the utmost frontier of the world calls 
for a strong-hearted, long-headed campaign. “The 
evangelization of the world in this generation’ was one 
of the most gripping challenges since Paul and Silas 
heard the Macedonian call, or Carey sailed for India. 
College students in great volunteer conventions re- 
sponded. Men and religious movements effectively’ 
took up the cry. How much farther would we be 
toward the goal if at the same time there had been an 
equally impressive campaign of missionary education 
of children and youth. Missionary education has come, 
and come with resultful victories, but not soon enough 
to reénforce the cause as rapidly as desired. The past 
decade or so has witnessed magnificent progress in mis- 
sionary education in the church school and in parallel 
organizations, for which noble women, not a few, are 
to be gratefully commended. We are now growing a 
generation of missionary-minded boys and girls, soon 
to be the givers, pray-ers and go-ers. What a pre- 
eminently useful and joyous service it is to be the 
director of missions in a church school, large or small. 
The Careys, Judsons, Brainerds, Morrisons, Living- 
stons, Grenfels of tomorrow are now on church-school 
cradle rolls or wiggling around in junior departments. 
The directors of missions, under God, may be the 
Andrew discoverers, not only to bring new wealth to 
Christ, but “lads with loaves and fishes” to feed the 
spiritually starving millions the world around. 


THE DIRECTOR AND HIS PRIVILEGES 


The director of missions must be a man or woman 
of world vision and interest, an intense lover of mis- 


DIRECTOR OF MISSIONS 287 


sions, a giver to missions, and a Christ-controlled 
Christian who feels that every day is missionary day. 

Missionary education is so well organized now that 
literature issued by the Missionary Education Move- 
ment and the several missionary boards is available on 
request. It is not necessary to attempt an elaborate 
listing of duties, but rather indicate briefly a few of 
the many privileges: 

1. Arrange for graded instruction in missions in all 
departments of the church school and assist missionary 
leaders in the church in classes by age groups, using 
Missionary Education Movement courses, or any other 
graded texts; 

2. Have missionary posters, charts and diagrams 
made as class projects; 

3. Have missionary exhibits of curios from mis- 
sionary land, with a missionary room or alcove, if 
possible; 

4. Provide brief missionary stories before whole 
school as part of worship programs; 

5. Arrange for letters to and from missionaries;' 

6. Every Sunday every church calendar in the coun- 
try should carry at least one sentence or paragraph on 
missions; the director of missions can supply these;' 

7. Get school to have its own missionary on city, 
home or foreign field; 

8. Get departments and classes each to support a 
native worker on foreign fields, or finance some phase 
of city or home missions; 

9. Cooperate with director of worship in arranging 
whole missionary worship programs by school and 
departments: 

10. Missionary postcard book and scrap book about 
fields, also to send to children on missionary fields; 


288 CHURCH-SCHOOL LEADERSHIP 


11. As often as possible, secure returned mis- 
sionaries as speakers on regular and special occa- 
sions; 

12. When possible, get young student volunteers to 
tell why they are going; 

13. Have framed and hung up pictures of great mis- 
sionaries in all classrooms; 

14. Get striking sentences and slogans on banners or 
bulletin boards, as reminders; 

15. Use stereopticon lectures, making world tours, 
beautiful sets of slides now available of all mission 
lands, and at a small rental charge; 

16. Use reflectoscope for ‘‘book lectures,” projecting 
the pictures in the book as story is told, or postcard 
travel talks; 

17. Get speakers, or personally meet high school 
pupils and appeal for missions as a life investment; 

18. Get teachers to stress missions at every turn in 
lessons, week by week, in Sunday sessions, also in 
week-day and vacation schools; 

19. Assist director of finance and church committees 
in securing weekly pledges for missions from every 
pupil of the school, to be paid through duplex en- 
velopes; 

20. Secure church-school delegates by departments 
to missionary conferences, summer schools of missions, 
or missionary institutes; 

21. Keep missionary (Christian) flag before school, 
and put stars there of members of church or school 
who go as missionaries; 

22. Secure subscribers to missionary magazines, de- 
nominational and inter-denominational; 

23. Arrange for missionary debates, junior and 
senior, high school and young people’s groups; 


DIRECTOR OF MISSIONS 289 


24. Put on campaign of missionary reading men vs. 
women, boys vs. girls, etc.; 

25. Secure a missionary library—and get books read 
by assignments; 

26. Put on missionary pageants, tableaux, and pan- 
tomimes; 

27. Put on a graded church school of missions, run- 
ning one night a week. 

There is no reason, except space limitations, why 
we stop at “27”; there are ‘57 varieties” of missionary 
service which a director whose passion is missions will 
think out and work out. Kingdom horizons alone set 
his bounds. The devoted director is happily, humbly 
conscious that he is a co-worker with Jesus Christ. 

Samuel Wolcott calls us to the high privilege of 
partnership in the divine enterprise: 


Christ for the world we sing; 

The world to Christ we bring 
With loving zeal; 

The poor and them that mourn, 

The faint and over-borne, 

Sin-sick and sorrow-worn, 
Whom Christ doth heal. 


Christ for the world we sing; 
The world to Christ we bring; 
With one accord; 
With us the work to share, 
- With us reproach to dare, 
With us the cross to bear 
For Christ our Lord. 


XVIII 


THE DIRECTORS OF RECREATION, SOCIA- 
BILITY, AND SPECIAL DAYS 


HE three church-school officers considered in 
this chapter render effective service. They 
make, in the performance of their duties, valu- 


able indirect contributions to the spiritual welfare of 
those with whom they play and work. 


THE DIRECTOR OF RECREATION AND SOCIABILITY 


Every church school should have a director of recre- 
ation and sociability. In the small school the functions 
of such an officer can be performed by one charged with 
other responsibilities. In most medium-size schools, 
a separate person should be chosen. In the large 
schools, either a part-time or full-time director should 
be elected and put on salary. If a man is chosen, he 
should have a woman assistant to care for small chil- 
dren, girls, and young women. In these days when so 
many children and young people are drawn by numer- 
ous social and recreational magnets outside the church, 
money invested in a paid worker is money well spent 
by any church or school. Scores of strong churches, 
the country over, bear testimony to the importance 
and far-reaching results of church-centered programs 


of recreation planned and supervised by a trained 
290 


DIRECTOR OF RECREATION 291 


leadership. Play direction is not a fad or passing fancy 
of theorists in religious education. ‘The out-of-work 
and out-of-school hours, especially of young people, 
in many communities, should be preempted by church 
schools so that leisure time may be coined into charac- 
ter values of wholesome and holy standards. The cash 
register tills are filled by young people who patronize 
commercial amusements, simply because there are no 
other places in their communities to go. ‘There are 
literally thousands of young people waiting and willing 
to be led into games and good times that do not leave 
bitter and regretful aftermaths. 

Again, there are thousands who spend hours on silly, 
superficial, time-consuming, strength-consuming pas- 
times, who need to be led into the joys and benefits of 
sensible, purposeful recreation. It is nonsense raised 
to the mth power for church-school workers of the 
“overpious” brand to preach by the hour on the fol- 
lies and foibles of present-day youth and never give 
so much as a minute to a constructive program for their 
social enjoyment and improvement. Many churches, 
however, are now wide-awake to the privilege of serv- 
ing their children and young people, and older people, 
too, in the sane satisfaction of their normal hunger 
for play, fellowship, relaxation, and recreation. Scores 
of splendid young men and young women are entering 
a new profession, recreational leadership, working in 
Y. M. C. Avs, Y. W. C. A.’s, churches, and other re- 
ligious and welfare groups. Many volunteer church- 
school leaders have received their training in local 
Y. M. and Y. W. C. A.’s. Pastors of the forward- 
looking sort discover promising young people and send 
them to community training schools, to special summer 
camp conferences and assemblies to get vision and 


292 CHURCH-SCHOOL LEADERSHIP 


equipment for efficient direction of the church school’s 
sociability and recreation programs. In one summer 
alone, there are more than five hundred of these sum- 
mer training schools, enrolling many thousands of the 
brightest and best young people for active participation 
in the educational life of local churches and com- 
munities. 


PERSONAL QUALIFICATIONS OF THE DIRECTOR 


The one chosen (man or woman) for director of 
recreation and sociability should be a genuine, red- 
blooded Christian, with good habits and a character of 
the one hundred per cent variety. For this position, 
no anemic need apply. There should be bounding 
health and a vitality that endures the stress and strain 
of a heavy play schedule. A contagious buoyancy and 
cheerfulness are necessary, a play spirit that permeates 
and captivates. The director should be endowed with 
a marked degree of sociability and athletic ability. 
He should be one who would “rather play than eat,” 
and yet one with common sense enough to know how 
far to go with any program, and how to keep a good 
balance, not permitting himself and those he leads to 
be extremists. He should be resourceful in thought 
and action, a constant reader and a keen observer. It 
is quite as desirable for him to keep a clear head as a 
supple body. Often adroit substitution is required, 
and this may demand quick decisions. Managerial 
ability is needed, to know how to handle young and old, 
to understand and direct. The director should not only 
know the physiology of play, its foundations and lim- 
itations, but also the psychology of play, and the socio- 
logical reaches. Fortunately, a number of good books 
are available. These the director should master. He 


DIRECTOR OF RECREATION 293 


should also know the psychology of age areas and gear 
all his recreation plans into the nature of the groups he 
serves. To know the psychology of adolescence alone 
will save him from many a blunder. The director 
must know how to teach. He may be expert in play- 
ing games, and be bedecked with scores of medals, 
but of far more importance is it that he be able to 
teach others how to play. Especially should churches 
employing a director carefully investigate this point. 
Character should be the first requisite, and ability to 
teach the second. Star athletes may dimly shine in a 
classroom. Star-gazers should not be appointed on the 
committee which selects a director. The committee 
that selects and directs the director should make it 
plain that it is not his major business to develop and 
display “crack” gymnasts or to pin on blue ribbons at 
a track and field meet, or himself shine as a galaxy of 
star performers at a public entertainment. 

A good test question to put to the prospective direc- 
tor is this, “Will you make it your chief concern to 
help all to grow strong, efficient bodies, and clean, clear 
minds for life’s responsibilities?” Patience and fair 
ness must bulk large in the director’s attitudes and 
actions. There must be a willingness to see every angle 
of a situation, to get the opinion of every one con- 
cerned, and then, with a calm, courage, to give his own 
judgment, deliberately, decisively, convincingly. A 
church director of recreation and sociability must be 
big enough never to be small in his dealings with those 
whom he directs. No matter how provoked he may 
become personally, or how sorely he is vexed by some 
prig or talkative nuisance, he must never be unkind or 
in any way show anger or the spirit of retaliation. He 
will quietly encourage the timid and be sympathetic 


294 CHURCH-SCHOOL LEADERSHIP 


with all honest effort to make good in a game or at a 
party. He will be firm, but at the same time courteous, 
with the extreme individualist and get such an one to 
come to the joy of unselfish team work. A director 
fails who cannot use all forms of recreation as means 
to educational and spiritual ends. He should not get 
lost in the woods of an elaborate program of events, 
and get nowhere. His whole seasonal schedule should 
be thought through and motivated by high education 
ideals. At all times and everywhere, he must himself 
“play the game,” z.e., show the cooperative spirit with 
all officials, groups, and individual participants. He 
will also cooperate heartily with other church directors 
in his community, and with Y. M.C. A. or Y. W. C.A,, 
or other organizations interested in wholesome good 
times for the people of the community. Brotherly in 
all his attitudes and acts, he should keep the interest 
of his church and its school foremost. 


THE DIRECTOR’S AIMS 


We may epitomize the aims of a church director 
of recreation and sociability in ten brief statements. 
His aims should be: (1) to set forward the health 
interests of children, young people, and adults; (2) 
to plan such recreations as will develop the minds as 
well as the bodies of all participants; (3) to satisfy 
the love of play, and the social instinct for fellowship 
under wholesome influences; (4) to insist on the main- 
tenance at all times of high ethical standards in all 
games and all good time sociables; (5) to educate the 
church as a whole on the value of play in the develop- 
ment of an all-round program of religious education; 
(6) to keep his head and use it to work out a well- 
articulated program of recreational activities for the 


DIRECTOR OF RECREATION 295 


whole church and school for the whole year; (7) to 
work definitely, persistently, and consistently for spir- 
itual results with all age groups served; (8) to dis- 
cover leaders and develop them through special classes 
and in supervised practice; (9) to keep in friendly, 
helpful relations with pastor, parents, church-school 
associates, and with recreational leaders in the com- 
munity; and (10) to give himself whole-heartedly, 
conscientiously to his task, seeking as his highest re- 
ward the Christ-controlled life for himself and others. 


THE DIRECTOR’S DUTIES 


The several duties of a director of recreation and 
sociability might well be rolled into one, viz.,—the 
realization of the above-mentioned aims. However, it 
is well to outline his duties about as follows: (1) he 
should make and profit by a careful survey; (2) con- 
struct and operate an adequate program; (3) create a 
wholesome play-ethics; (4) grow a trained leadership; 
and (5) cultivate a community spirit of cooperation. 

He should make @ careful recreational survey of his 
church and the community. This should include a 
survey of the church’s equipment, indoor and outdoor, 
as to available rooms, apparatus, play spaces, etc., the 
ages to be served, and potential leaders, leisure time 
periods, also as to funds accessible for financing a 
program. He should know home conditions, where 
and how children and young people spend out-of-school 
or after-work times, and every amusement and recrea- 
tional agency in the community, its character, purpose, 
and influence. He should become familiar with all 
laws affecting commercialized play-places, and have 
many an interview with young people as to the amuse- 
ment situation in private clubs or other voluntary non- 


296 CHURCH-SCHOOL LEADERSHIP 


commercial groups. For the sake of his own church 
children and young people and their friends, the direc- 
tor should be the best-informed person on recreational 
matters in the whole community. What are other 
churches doing? Are there public school societies, 
literary and athletic groups in successful operation? 
Is there in the community a Y. W. C. A. or a 
Y. M. C. A., and how far are these wholesome insti- 
tutions comprehensively serving recreational and socia- 
bility needs? What age areas, if any, are they failing 
to reach? ‘Thorough investigation is the director’s 
price which he must pay for the sake of his own efficient 
organization. Otherwise he works blindly, overlapping, 
competing, and wasting time, strength, and money, his 
own and others. His motto should be service where 
Service is needed. 

His investigation may even lead him to the firm con- 
viction that he is not needed. Honesty certainly 
should be the first plank in his policy. He should 
never yield to the temptation of building in a fifth 
wheel or merely going on to create a halo of glory 
for his own head. His motives and movements should 
be unselfish. In all probability, his painstaking survey 
will uncover vital needs to be met and undreamed-of 
resources which he can utilize to great advantage. 
After sufficient time to analyze the results of his re- 
search, he should have conference, reach decisions as 
to procedure, and then face his next duty. 

The director should construct and operate an ade- 
quate recreation program. No writer of an article or a 
book can wholesale or job this plan into his hands. 
His own initiative and constructive ability must re- 
enforce his keen sense of local necessities and intelli- 
gently set him to work. He will move slowly and with 


DIRECTOR OF RECREATION 297 


much conference. He will profit by books, magazine 
articles, and by experiments elsewhere. These A. B. C. 
days are the testing times of his leadership ability. He 
must work out his own service and salvation with fear 
and trembling. Practical suggestions cannot here be 
wholesaled or retailed; the one would be so general it 
would be worthless, the other too much of a guess and, 
therefore, create confusion. About all we can do in 
the limited space is to crowd into a paragraph a state- 
ment of certain principles for recreational program 
construction: (1) As far as possible, the local pro-+ 
gram should be generically constructed; i.e., it should 
grow out of indigenous conditions; (2) it should be 
based on accepted physiological foundations; (3) it 
should be planned in accordance with the principles 
of the best psychology, individual or social; (4) the 
program should recognize well-known sociological im- 
plications and groupings; (5) it should be compre- 
hensive in scope, not an age nor a necessary activity 
should be omitted; z.e., the religious education policy 
of a church and its school includes all ages from the 
cradle to the grave, so should the program of recreation 
and relaxation; (6) it naturally follows that all activ- 
ities should be graded to suit the several ages served, 
even as instruction is graded and also other forms of 
expression, such as worship; (7) the program should 
be varied in form and in seasonal emphasis, week by 
week, indoor and outdoor; the director will not forget 
to plan simple games for small children in cooperation 
with their divisional supervisor and departmental prin- 
cipals and class teachers; he himself will give general 
supervision to the gymnasium and swimming pool, if 
such are provided; he will organize teams for baseball, 
basketball, volley ball, football, tennis, hockey, horse- 


298 CHURCH-SCHOOL LEADERSHIP 


shoes, quoits, skiing, roller and ice skating, overnight 
or shorter hikes, picnics, outings, scout and campfire 
activities, indoor and outdoor track and field meets, 
summer camps, sociables, parties, pageants, debates, 
stunt nights, stereopticon and movie nights, and many 
other types of recreation; for these schedules will be 
planned and posted. 

(8) The program which the director sets up should be 
with full knowledge on his part of the conditions in the 
homes, the school, and the community; it should be 
correlated with activities of home, school, and com- 
munity, as well as being closely articulated in the 
church so that various forms of recreation can be fos- 
tered with a minimum of organization, for it is a great 
organizational and administrative folly to create a club 
or other organization around every activity; segmental 
interests which become segmentally organized create 
confusion in administration; they should be function- 
ally centered in a given age group; ‘“‘segmental sinners” 
are most numerous in the junior high school period 
(ages twelve, thirteen, and fourteen); (9) the program 
should be sufficiently but not over financed, otherwise 
the work will hobble along and achieve meager results; 
however, it is surprising what a resourceful leader can 
accomplish on very little actual money outlay; (10) 
the whole program should be purposive, 7.e., set up cer- 
tain laudable, attainable objectives, educational, social, 
and spiritual, and keep at it until success comes. With 
these principles in mind, the director and his committee 
should be able to construct and operate a resultful 
recreation policy and program for the church and its 
school. 

The director of recreation and sociability will strive 
earnestly to create high-grade play ethics. This is. 





DIRECTOR OF RECREATION 299 


more apt to come as a result of example than of pre- 
cept. The very atmosphere of gymnasium, field, or 
social hall may be the best tutor. The personality of 
the director and his helpers, their own attitudes, dis- 
position, and behavior largely determine the moral 
code. The director should himself ever exemplify an 
unchallenged ethics. He should work hard for clean 
sport, wholesome, fair competition, and for the glory 
of the team, not the individual. He should urge every 
participant to exercise self-control for the good of the 
whole team or other social group. It is not always easy 
to be a good winner, but it is far more commendable to 
be a good loser. To win a score or a game and lose 
self-respect is a fatal loss. In the best ethical sense, 
every game is a winning game. Superficial young 
people laugh at the praying football squads, but they 
never lose a game. ‘The score board may show a 
defeat, but their consciences glow with triumph. 

The director should grow a trained leadership; he 
needs at once a corps of assistants for the several age 
groups and the many forms of activities which must be 
adequately directed and supervised. His own contacts 
will help him to discover those of outstanding recrea- 
tional ability. These he will systematically get ready 
for important places of leadership in his ever-expanding 
program. He will make possible a good, though small, 
library on recreation. There are dozens of excellent 
books of real practical value which now can be secured 
at very little financial investment. Many directors 
are “finding fellows” who are turned into this work as 
a profession. These can now secure good courses in 
special schools and in departments of colleges and 
universities. | 

It is the duty, not merely the privilege, of the church 


300 CHURCH-SCHOOL LEADERSHIP 


and church-school director of recreation and sociability 
to cultivate a@ community spirit of cooperation in all 
his planning and operating of programs which are 
church-centered. If recreational leaders of neighbor- 
ing churches or Christian associations, or clubs, can do 
so, they should informally associate frequently for 
“shop talk,” fellowship, and inspiration. Petty jeal- 
ousies die in such friendly get-togethers. The moral 
effect especially upon young people is immeasurable. 
There are many communities where pastors are broth- 
erly. It is in such places that kingdom progress is 
rapid and permanent. Even so, the recreational wel- 
fare of children and young people can be conserved 
best where the leaders happily live and labor together. 


THE DIRECTOR OF SPECIAL DAYS 


There are four kinds of special days as usually ob- 
served in the church schools: (1) those that require 
the whole school session for observance, with more or 
less elaborate programs, and often it is quite worth 
while for the whole church to jointly observe these; 
e.g., Christmas, Easter, Children’s Day, and Rally-and- 
Promotion Day; (2) those that require the whole period 
in a department, such as decision days, forward step 
days, cradle roll day, parents’ day, home department 
day, etc.; (3) those that require a few minutes before 
the teaching period, either in the whole school or a 
department, e.g., fathers’ day, mothers’ day, Golden 
Rule Sunday, Bible day, etc.; (4) those that are ob- 
served on week-days, such as Thanksgiving Day, 
Washington day, Lincoln day, Memorial, Patriotic, 
Armistice, or other national or civic days. . 


DIRECTOR OF SPECIAL DAYS 301 


Special days have become so numerous that many 
school executives have difficulty in keeping up to 
standard the regular work of their schools. Almost 
every philanthropic or humanitarian cause, it seems, 
runs up to the door of the school with an appeal for a 
special day. Even if only the worthy objects get their 
requests, there are few “normal” Sundays. Many spe- 
cial days should shrivel into special minutes in the 
opening period of the school, and others disappear 
entirely from the school calendar. On the other hand, 
the proper observance of certain outstanding days gives 
the school a pleasant and profitable outlet for very 
desirable impulses, and if thoroughly planned and exe- 
cuted, a great magnet for the school. 


THE DIRECTOR 


The man or woman chosen for director of special 
days should be a constant and keen observer of chil- 
dren and young people, with a view to their use on 
programs. His most delightful discoveries will be in 
those unguarded moments when, on playground or 
elsewhere, free play uncovers abilities that will enrich 
pageants, dramas, pantomimes, and other important 
features of special day programs. He should be re- 
sourceful and learn not only to discover but to direct. 
He should know the psychology of leadership. He will 
need tact, patience, and the “smile that won’t come 
off.” A common sense or balance in judgment with 
ability to think and act quickly will help him past many 
difficulties. Time and time again he will find it neces- 
sary to idealize people, to encourage the timid, and 
calmly but courageously restrain the forward. His 
very personality must command respect and acquies- 


302 CHURCH-SCHOOL LEADERSHIP 


cence in plans set forward. Reasonableness and ability 
to get along with folks are absolutely necessary. It is 
highly desirable for every school to have a director of 
special days, a specialist on the events which should 
claim attention throughout the year. If days are to be 
observed, their observance should not be left to a hit- 
and-miss, hurry-up get ready. The director’s motto 
should be “begin early.” 


THE DIRECTOR’S DUTIES 


The director of special days will not make the 
school’s calendar of special days; nor should the 
school’s superintendent. No one person should be 
given such far-reaching responsibility. The whole 
church-school council, or cabinet, should decide on 
what days can profitably be set aside without inter- 
rupting a strong program of instruction and expression 
which should be maintained at all times. Early in the 
autumn, at a meeting of the council, or cabinet, the 
director should present the matter and perhaps lead off 
with a proposed schedule of days for the ensuing year. 
After careful consideration and final adoption of the 
calendar, then at once the director will begin to plan 
for these days. He should thoroughly inform: himself 
about every day, its history, importance, and literature. 
The director is the one person charged with what may 
become and should become valuable parts of the 
school’s yearly program for itself and its constituency. 
He can lift the whole matter of special days to a high 
plane of conscientious service. To perform his duties 
well, he will need the sympathetic cooperation of all 
concerned. Pastor, superintendent, teachers, and 
parents can materially help at all times. | 


DIRECTOR OF SPECIAL DAYS 303 


The director will prepare programs, or get assistants 
to help him for the various types of observances. Often 
he will find ready-made programs which can be used 
with practically no local adaptations. It will be quite 
worth while to choose such programs, even if some 
work is necessary to modify them. Long programs 
can be shortened and short ones lengthened and 
strengthened. We must become the expert mechanic 
in making adjustments. The director should keep com- 
plete files of all programs used in a substantial case 
at the church-school office or at his home. He should 
also make a card index, not only of these but of all 
available programs. This index will prove valuable 
for himself or a successor, or a “neighbor” director. 

In this connection, it would be a real piece of co- 
operation if in a city or county group of schools there 
could be established at some central place a depository 
or library of books, programs, and accessories usable 
‘In connection with special days. The pooling of in- 
terests would mean economy of time, money, and 
effort, and in itself be a concrete demonstration so 
sorely needed of the fact that brethren in Christ can 
plan and work and live together in unselfish regard for 
the joy and success of one another. Sometimes a whole 
school puts on a program for a neighbor school. Some- 
times they work together on the same observance and 
give the joint service in both schools. The director 
will profit much by conference with directors of other 
schools facing special-day problems akin to his own. 

In addition to the programs used in his own school, 
he should collect and classify a “library” of all the best 
materials, programs, books, pamphlets, etc., bearing 
on the days. If he is wise, he will grow loose-leaf 
books of clippings of pageants, pantomimes, dramas, 


304 CHURCH-SCHOOL LEADERSHIP 


and individual features gleaned from magazines and 
not otherwise accessible. In a large school he will 
probably find it necessary to gather a group of spe- 
cialists around each of the great days, who will also be 
eyes and ears and hands to make the days most helpful. 
All programs should have real educational value, or 
they have no place in a church-school program. How- 
ever, the director must see to it that the programs are 
at the same time popular enough to be attractive, for 
one of the chief by-products of special day observances 
is to win over to the school and the church people not 
vitally concerned. The director will cooperate with the 
director of records in securing the names of the non- 
church-going parents and make careful plans, through 
letters or other forms of invitation, to secure their 
presence on special days. Indeed, the director of 
vision will use special days to get wide publicity for 
the church and its school, winning many friends. The 
director of publicity will market his ideas. The direc- 
tor should work happily with the directors of worship, 
music, recreation and sociability, and home-coopera- 
tion. These officers are, in a way, his own special days’ 
cabinet for counsel and expert advice. Working to- 


gether, they can make every special day a time of © 


rejoicing in old and new fellowships, and most valu- 
able permanent assets to the church and its school. 
One of the personal joys accruing to the faithful, 
successful director is the discovery of oratorical, mu- 
sical, managerial, histrionic, or dramatic ability in some 
boy or girl who otherwise would never have come into 
the realization of talent born for expression and service 
to others. One who has held this position in a certain 
school was heard to remark, “You know, Dr. Blank 


is one of our old Calvary boys. I remember well the 





DIRECTOR OF SPECIAL DAYS 305 


time we discovered him when he was eleven years old 
and gave him his first chance on the platform at a 
Christmas observance. Although he is yet a young 
man, he is a public speaker of great power.” 

Some years ago Marion Lawrance, then the Gen- 
eral Secretary of the International Sunday School As- 
sociation, published a book entitled: Special Days in 
the Sunday School. A few of the suggestions are not 
now up-to-date, however, there are some attractive 
programs and a wealth of concrete directions valuable 
to those who are responsible for the observance of 
special days. The chapter titles are: Special Days, 
Easter, Departmental and Related Days, Rally Day, 
Anniversary Days, Recruiting Days, Good Fellowship 
Days, Recreation Days, Patriotic Days, (two chapters) 
Folk and Fraternal Days, Educational Days, Mission- 
ary Days, Benevolence and Reform Days, Miscella- 
neous Days, Evangelistic Days, Christmas. 


XIX 


THE DIRECTORS OF PHYSICAL WELFARE, 
AND HOME COOPERATION 


N this chapter we consider briefly two important 
officers having to do with creature comforts of 
pupils, and the good-will of home and school. 


THE DIRECTOR OF PHYSICAL WELFARE 





Who ever heard of such an officer for a church 
school? In many schools the superintendent discharges 
the duties and doesn’t realize it. Yes, every church 
school of any considerable size needs some one who 
will give special and expert attention to the physical 
welfare of all the pupils while they are in the church 
building; perhaps the hand of helpfulness reaches out . 
beyond; we shall see. 

The director of physical welfare should be a mature 
man of medical or kindred training, conversant with 
laws of health, and hygiene, and one who knows the 
value of sanitation. He should be a genuine Christian, 
whose judgment is bankable, whose own buoyant life 
radiates comfort and cheer. He should be a believer 
in strong bodies kept efficient by the proper observance 
of God’s laws for physical growth and development. 
If not a physician, he should put himself next to all 


the latest and best books on the subjects which equip 
306 





DIRECTOR OF PHYSICAL WELFARE 307 


him for largest usefulness. There will be three things 
on which he should give authoritative advice: (1) 
health and happiness; (2) temperance, and (3) purity. 


SCOPE OF THE DIRECTOR’S WORK 


Under health and happiness, the director concerns 
himself with all that has to do with human creature 
comforts and physical well-being. In the discharge of 
his duties, he should never be dictatorial or offensive 
in his suggestions. It is his business to see that the 
church-school rooms are thoroughly cleaned, that no 
dirt-germ paradise is permitted to set itself up in dark 
corners. He will help the cleaners to be sanitary in 
the process of making the church-school rooms fit 
places for the church’s children, young people, and 
adults to spend comfortable, healthful hours. Sweeping 
and dusting will be done so as not to leave the air 
- Jaden with death-dealing microbes. It is his privilege 
to assist the sexton to understand that properly heating 
a building is not simply firing a furnace. The director, 
knowing the science of heating, will see that fresh air 
in abundance, evenly distributed, is heated and made 
ready for human consumption. He will be the preach- 
er’s and teacher’s best helper in making possible wide- 
awake, happy folks to receive sermon or church-school 
lesson. The rooms will be kept at the right coolness 
in summer and heat in winter. Thermometers and 
thermostats will be installed and used. He will also 
see that there is an adequate lighting system. A poorly 
lighted room throws a class into confusion; dim lights 
make the best teaching impossible. Not only should 
there be sufficient light, but the chairs, tables, and 
blackboards should be placed where natural or arti- 
ficial light will make teachers and pupils comfortable 


308 CHURCH-SCHOOL LEADERSHIP 


for best use of books and other teaching materials. 

Pupils should not face windows or strong electric or 
gas lights. How few people realize the importance of 
properly constructing and placing blackboards so that 
the surface will be easy on eyes. Public school leaders 
know the desirability of giving careful attention to 
such matters. Building and remodeling committees 
and those responsible for equipment should go to 
school, the public school, and study window, black- 
board, and light placing. The director will see that 
these things are where they should be, also that chairs, 
tables, maps, screens, cloak racks, cabinets, and other 
items of equipment are correct in size for the pupils 
of the several grades. Even in small, one-room schools, 
where all ages sit in pews or chairs of uniform height, 
low foot-benches can be provided. ‘The Society for 
the Prevention of Cruelty to Animals ought to swoop 
down on many church schools and put a little humane- 
ness into some of their planning. In the chapter on 
“Knowing and Leading Children,” suggestions were 
given as to the physical comfort of the pupils. The 
director will be interested in having drinking fountains 
or other supplies of good, pure water accessible. He 
will see that lavatories are plentiful, conveniently 
located, and kept sanitary at all times. 

Temperance. The director of physical welfare will 
probably need an assistant specializing on temperance. 


As we fully realize, this matter is far wider in its — 


reaches than one’s relationship to alcoholic beverages. — 
The Christian is to be temperate in eating, exercise — 
(work and play)—in all things. Some good people 
have become weary in well doing, have felt that the © 
Eighteenth Amendment obviates the necessity of any ' 
more temperance instruction. Other phases of the 





DIRECTOR OF PHYSICAL WELFARE 309 


liquor question need emphasis now. There must be no 
let up. The general outlawry as to prohibition en- 
forcement needs the counter attack of constructive 
teaching on law-respect and law-enforcement. The 
Eighteenth Amendment has come to stay. Long, per- 
sistent campaigns of education brought victory, and 
education will keep it. Every Christian must keep 
right on in this great cause. We have grown a genera- 
tion of temperance-instructed boys and girls, now vot- 
ing citizens. These must be reénforced by legions of 
those who love law and order and set themselves reso- 
lutely to lose no ground so dearly gained. The director 
himself, or a capable assistant, should enter with zest 
in the privilege of his office. 

Twice ten duties challenge him: (1) to get and dis- 
tribute books, magazine articles, leaflets, tracts showing 
evils. of liquor, and good results of prohibition 
(Woman’s Christian Temperance Union, Anti-Saloon 
Leagues, Temperance Departments of denominational 
boards all gladly supply valuable materials); (2) se- 
cure materials for the making of attractive posters, 
charts with diagrams and comparative statistics on wet 
and dry years in several states; young people can be 
enlisted to do these as class projects; (3) show up the 
notorious attitude of some so-called great daily news- 
papers, ardent devotees of personal liberty and crim- 
inal outlaws, striking at the heart of our constitution; 
(4) assist young people in preparing biographical 
sketches of the great temperance reformers, such as 
Neal Dow, John B. Gough, Frances E. Willard, and 
others, to be read, or recited; (5) assist in arranging 
pageants and brief dramas for school presentation; 
(6) use “Lincoln Sunday” as special day for brief pro- 
gram with stories, recitations, and quotations from 


310 CHURCH-SCHOOL LEADERSHIP 


great men, bearing on prohibition and its blessings; 
(7) give to local newspapers or religious weeklies 
human stories of actual cases (names omitted) of 
homes helped by prohibition; (8) have young people 
letter slogans and catchy sentences to be placed about 
the school rooms, or on outside bulletin boards; (9) 
select temperance and related patriotic songs, and 
cooperate with the director of music in urging their 
use occasionally in the worship period of the school, 
or its departments; (10) some of the capable young 
people can be helped to prepare and deliver brief ad- 
dresses on the work of the Anti-Saloon League, 
Woman’s Christian Temperance Union, National Re- 
form Association, and other organizations which need 
and deserve the school’s support; perhaps the director 
can assist credited representatives to get a hearing 
before the church or school. 

(11) Prohibition worship service two or three times 
a year can be provided in cooperation with the director 
of worship, certainly on Lincoln Sunday in February 
and World’s Temperance Sunday in November; (12) 
report to proper authorities any known flagrant viola- 
tions of the prohibition laws; (13) to get a striking 
sentence in the way of news item or quotation once in 
a while in the weekly church calendar; (14) secure and 
use stereopticon slides, also postcards in reflectoscopes, 
showing evils of alcoholism, drugs, and cigarettes; 
(15) if at all possible, get neighborhood movies to use 
good, high-grade slides; director can get good slides 
and, if he is tactful, can have them used somewhere on 
the program, to great advantage to the prohibition 
cause; (16) plan for wisest use of World Temperance 
Sunday throughout whole school; often juniors will 
help in map and chart making; (17) show folly of 


DIRECTOR OF PHYSICAL WELFARE 311 


sending liquor and missionaries on same boat to the 
same foreign country; (18) help create a world patriot- 
ism and interest in what this generation can do for 
world prohibition; (19) use Sunday, July fourth, as a 
peace patriotism day; (20) keep the church-school 
teachers supplied with good prohibition facts and 
illustrations for use in their regular classes. The direc- 
tor has a high and holy privilege to help hold ground 
already won and to push on to world conquest of liquor 
evils and enthronement of prohibition. 

Purity. The director of physical welfare, if he is a 
Christian physician, should quietly, sensibly help to a 
better understanding of sex and social hygiene. As a 
Christian man, he will be in the position to wisely 
guide boys and young men, and counsel with the 
fathers. He should have, as an assistant, a good, dis- 
creet, mature Christian woman, preferably a physician, 
or nurse, or mother, to fellowship with girls, young 
women, and mothers. If a physician is not chosen as 
director of physical welfare, then an outstanding 
Christian father could acquaint himself with the best 
books and, winning the confidence of boys and young 
men, privately give welcome help. The ones responsi- 
ble for purity instruction may do some of the follow- 
ing things: (1) assist fathers and mothers to get right 
books, and to talk with their own children; (2) prevent 
mass meetings with indiscreet and indiscriminate 
talks; (3) arrange with teachers of junior high school 
boys to have a good physician talk with them in small 
groups; (4) arrange with teachers of junior high school 
girls to have a Christian women talk with them in 
small groups; (5) plan meetings of young men, in 
small groups, and get a Christian physician to speak on 
sowing “wild oats,’ Christian attitude in courtship, 


312 CHURCH-SCHOOL LEADERSHIP 


and related subjects; (6) plan a meeting of young 
women, in small groups, and get a Christian woman 
physician to speak on same subjects; (7) assist parent- 
teacher associations (public school and church school) ; 
(8) urge church-school teachers of boys and girls to 
win confidence of individual boy or girl and give pri- 
vate help, never in class or other public place; (9) dis- 
cover places of amusement in community dangerous 
to boys and girls and young men and young women, 
and get pastor and superintendent to assist in getting 
officers to close same; (10) get Y. M. C. A.’s help in 
safeguarding employment of boys; (11) get 
Y. W. C. A.’s help in safeguarding employment of 
girls; (12) have talks on clean thought, clean speech, 
and clean life presented in young people’s groups; (13) 
investigate newsstands—indecent books and magazines 
—get laws enacted and enforced to protect children 
and young people; (14) get cooperation of neighbor- 
hood movies to put on programs clean, through and 
through. 

It is so easy to blunder in these matters that only 
the wisest, most wholesome, sanely balanced, mature 
people should be intrusted with this vital matter. To 
neglect it entirely is for a school to be derelict to its 
sacred trust. 


THE DIRECTOR OF HOME COOPERATION 


In a small school, a separate officer may not be 
needed for this position; however, somebody should be 
sure to make and keep vital connections between the 
school and every home represented in its membership. 


DIRECTOR OF HOME COOPERATION 313 


Because of its far-reaching consequences, this service 
may be counted of major importance. Many schools 
give too little concern to the great opportunity which 
a child from a non-church home gives. In all prob- 
ability, there are thousands of families now the most 
loyal workers in churches whose interest in religion 
and the church began when the principal of the cradle 
roll department used the new baby as the open sesame 
to the parents’ hearts. Then again, church members, 
but indifferent ones, are kept alive to the Christian life 
and Christian service by a wide-awake church-school 
worker. ‘The gains of home cooperation are too big 
for any school of any size to fail to function in this 
important matter. 


THE DIRECTOR AND HER DUTIES 


The director of home cooperation should be a good, 
sensible, Christian woman, if possible a mature mother, 
pleasant in personal approaches, tactful, sympathetic, 
and reasonable, and one whose children are old enough 
for her to have the time. Even in a small school, the 
director of home cooperation should not be the same 
person as the principal of either the cradle roll or the 
home department. She would cooperate with these 
necessary officers, her most helpful associates, as she 
will with anybody who can help her get and keep re- 
sultful contacts with the homes. She will transcribe 
from, the card index files of the director of records and 
other information sources what she needs to “chart 
and compass” her own community voyages. The pas- 
tor’s own calling lists and wide range of acquaintance 
will help her, and she, in turn, will supply him with 
many a trail that leads to a new recruit for the church 
and the Kingdom. ‘Then, too, she can help him to re- 


314 CHURCH-SCHOOL LEADERSHIP 


establish the family altar in the homes of church 
members. 

She will often confer with the superintendent as to 
best ways and means. The principals of the depart- 
ments, and especially the teachers, will give very 
definite and fruitful information. She will assist 
teachers in bringing to the attention of parents the 
desirability of helping their children with their home 
work on lessons and church-school projects of various 
sorts. She, being a mother whose children are older 
grown, will, nevertheless, know what a God-given priv- 
ilege this home help is, and she will be reasonable 
about the requirements. The director will keep in the 
closest touch possible with the children and young 
people themselves so that when she calls the school 
friendship will open the door to a cordial home wel- 
come. The director of special days will be her “elbow- 
friend,” cooperating to make worth while her home 
visits in the interest of the special event to be held at 
the church. Her personal visit follows up and clinches 
the letter, public poster, or card. The director of home 
cooperation should take the initiative in planning for 
home-coming day of the school and church, if such is 
observed, and it should be, usually, in the autumn. 

In a very real sense, the director of home coopera- 
tion will be the general good-will-getter, helping the 
church and school to understand the homes with their 
problems, responsibilities, and limitations, and also 
helping the homes to appreciate the fact that Chris- 
tianity and the church are essential to best citizenship 
and to happiest human relationships. ‘There is no 
measuring rod in all the earth that can adequately 
register the influence of that person who brings non- 
Christian homes into eternal relationships with Jesus 
Christ, the Son of God and the Saviour of men. 


VII 
A TRAINED LEADERSHIP 


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CHAPTER XX 
LEADERSHIP TRAINING 


LL effective leadership is a trained leadership, 
rN industrial, social, political, educational, or any 
other kind. A leader may be a trained work- 
man without an armful of diplomas. Formal instruc- 
tion may not be necessary, in fact, often plays a meagre 
part in bringing about the efficiency that men label 
success. We learn to lead by leading, to teach by teach- 
ing. Beyond certain knowledge-acquirements, largely 
fundamental, set curricula cannot carry the prospective 
leader. These, however, are essential and cannot 
safely be ignored. A system of education must be guar- 
anteed that civilization itself may endure. 

Leadership training for the great tasks in general 
education costs millions of money annually. Teachers’ 
colleges, university departments of education, normal 
schools, summer training institutes have multiplied and 
spread to every section of the continent. ‘Tax-treas- 
uries, educational endowments and foundations make 
possible an enormous army of trained administrators, 
supervisors, and teachers to drive back ignorance from 
human horizons and to set men free. Investments and 
upkeep expenditures for equipment and maintenance, 
plus salaries, run into the billions, and not one cent 
too much for the stupendous business of growing gen- 
erations of intelligent, useful citizens. These, in turn, 
must be made Christian by the churches of Christ. 

If the church is to make good in religious education, 

315 


316 CHURCH-SCHOOL LEADERSHIP 


and church-school leadership is absolutely necessary, 
then that leadership must be a trained leadership. If 
religious education is that which rounds out and com- 
pletes the educational process spiritually motivating all 
thought and action, then it is time that the church 
of Jesus Christ leap to its high privilege and train an 
educational leadership for its distinctive task. Utiliz- 
ing all the well-established technique of general educa- 
tion, religious education sets its own schoolhouse in 
order and invites within its doors, to dominate all 
its processes and programs, the Master-Teacher of all 
time. 

Training for leadership in religious education is im- 
perative because of the very nature of religious edu- 
cation, its materials, its methods, and its great objective. 
Religious education sets out to bring all lives every- 
where under the control of the ideals of Jesus Christ. 
It would surround every human being with the experi- 
ence of the race and make him master of all, as the 
Master of all masters him. All the preaching and 
teaching ministries of the church through all the 
Christian centuries have more or less consciously had 
this as their goal. Church schools, week-day and va- 
cation schools, various religious societies and associa- 
tions have all headed this way in so far as they have 
brought Biblical and other Christian truth to bear 
upon the motives and movements of men. It is natural 
that earnest workers should desire training and that 
far-visioned leaders should prepare courses. 

The small, one volume, so-called teacher-training 
books served as pioneers leading the way to larger, 
more thorough courses of training. Let us not now 
despise the day nor the prophetic mission of these 
awakeners to the necessity of fuller preparation. 


LEADERSHIP TRAINING 317 


Forward-looking individuals led the way. Organized 
interdenominational and denominational groups year 
after year have caught the bigger vision, and made 
steady advances to the higher educational reaches in 
courses prepared and promoted for the training of 
church-school workers. Of the making of training 
books, there is no end. Independent and church- 
controlled publishing houses have produced scores of 
texts, too numerous to be mentioned here, all of which 
stand or fall finally upon their educational merit. 

The great cooperative enterprise in continent-wide 
leadership training is represented by the International 
Council of Religious Education, with its thirty-five 
constituent denominations and its fifty-six state and 
provincial auxiliaries. This federated body, function- 
ing through its education committee, works out prin- 
ciples, sets up standards of educational organization 
and administration, and outlines courses of study, in 
all of which there is wide latitude for denominational 
and territorial emphases or flavors in supplemental 
materials. 

The Standard Leadership Training Course. Indic- 
ative of the long distance church-school workers have 
come since the early days of the elementary training 
courses, the Education Committee of the International 
Council of Religious Education has outlined subjects 
which constitute the so-called International Standard 
Training Course. These are subject to change, and 
already graded levels are worked out so that young 
people of high school age may be enlisted in a pro- 
gressively expanding career in leadership training. 
The Standard Training Course, as revised, is or- 
ganized on the basis of units of not less than ten hours’ 
each. An hour in the Standard Training Course con- 


318 CHURCH-SCHOOL LEADERSHIP 


sists of one recitation of fifty minutes. A minimum 
of twelve units will merit the Standard Training Di- 
ploma. The completion of additional units will be 
recognized by suitable awards. The reader can se- 
cure bulletin number three, giving list of subjects and 
full information, by addressing the International Coun- 
cil of Religious Education, 5 South Wabash Avenue, 
Chicago. 

Leadership Training Agencies. The Standard Train- 
ing Course may be given in: (1) denominational or 
interdenominational training classes; (2) in denomi- 
national or interdenominational standard training 
schools, and (3) denominational or interdenominational 
older boys and older girls camp conferences. This and 
other courses for training of church-school leaders are 
offered in local churches, institutes, summer assem- 
blies, in correspondence study, workers’ conferences, 
Bible and special training schools, religious education 
departments in colleges, universities, and seminaries, 
and in professional schools of religious education. The 
open doors for training are many. 

This book itself will serve classes as a text in church- 
school administration. It is humbly submitted in the 
hope that in some small way it may inform and inspire 
a church-school leadership that will efficiently serve 
and always honor Jesus Christ, supreme Leader of 
leaders. 


INDEX 


Adolescence supervisor’s study of, 
160, 161; Tracy’s definition 
of, 162; early and middle, 
162-164; specific traits of, 164- 
174; figures of Kirkpatrick, 
Tracy, Tyler, Miller, 165, 166; 
traits of later, 174-176; aims 
of groups of, 177, 178; ade- 
quate policy for supervision of, 
178, 179; organization of, 179; 
council of, 179-181; classes of, 
181-183; loss to church school 
of, 183, 184; teachers for, 184- 
188; religion of early and mid- 
dle, 188, 189; religion of later, 
189, 190. 

Adults, traits of, 191-193; scope 
of church school work with, 
193; purposes of  church- 
school work with, 194; prin- 
ciples in the supervision of, 
194, 195; study programs of, 
195, 196; service projects of, 
196-198. 

Beginners Child, nature of, 146; 
department for, 146; conduct 
expected, 147; provision for, 
147, 148; organization and ad- 
ministration, 148; room, equip- 
ment, and program, 148, 149. 

Bible, eight uses of, in worship 
programs, 253. 

Board of religious education for 
the church, 31; for the com- 
munity, 37. 

By-Laws for a community board 
of religious education, 40-42. 

Census, pastor’s interest in, 98. 

Childhood, divisions of, 139, 140; 
kinds of ages of, 141; baby- 
hood, 142; early, 146; middle, 
150; later, 153, 154; chart 


319 


showing periods of growth and 
development, 45. 

Children period chart, 45; know- 
ing, 139; age groups, 139, 140; 
kinds of ages of, 141; cradle 
roll, 142-146; beginners, 146- 
149; primary, 150-154; junior, 
154-158. 

Christ, central in the leader’s ob- 
jective, 24. 

Church, council of religious edu- 
cation for the, 31; board of 
religious education in the, 31, 
32; duties of a church board 
of religious education, 32; 
religious education policy and 
program for, 33. 

Church School efficiency does not 
depend upon size of, 44; an 
organization chart of, 45; when 
is it graded, 46; officers for a 
large, 48, 49; for medium size, 
50, 51; for small, 51; stand- 
ards for ten point and ad- 
vanced, 52-54; constitution for, 
54-57; pastors presence in, 93; 
the superintendent and_ his, 
128-130. 

Community council of religious 
education in a, 35, 36; board 
of religious education in a, 37; 
constitution and by-laws of a 
board of religious education in, 
a, 38-42; director of service in 
a, 282-285;  church-school 
superintendent and his, 135. 

Constitution for a church school, 
54-57; for a community board 
of religious education, 38-42. 

Correlation need of, in church 
and community religious edu- 
cation, 42, 43. 


320 


Council of religious education for 
the church, 31, 32; for the 
community, 35, 36. 

Cradle Roll child of, 142; depart- 
ment, 143; origin, organization, 
room, equipment, and courses, 
143; ways of securing members 
for, 144; advantages of, 144- 
146; principal’s duties, 145, 
146. 

Curriculm, in the three-period- 
session of the church school, 
59-62; in week-day church 
school, 72, 73; in the vacation 
church school, 78, 81, 82; re- 
lation of director of religious 
education to, 115; supervisor’s 
knowledge of, 208, 209. 

Decision Day pastor’s responsi- 
bility for, 96. 

Director of Community Service 
in the church school, 282-285; 
qualifications of, 282, 283; 
duties of, 283-285. 

Director of Evangelism impor- 
tance of this officer in the 
church school, 274-275; un- 
derstands meaning of evangel- 
ism, 276; helping parents, 277, 
278; helping teachers to see 
their opportunity, 278; to real- 
ize their responsibility, 278; to 
correctly understand youth, 
279; to take right approach, 
279; the director and church 
membership, 280; why enlist 
in, 280; what the church does 
for youth, 281; what youth 
can do for and through the 
church, 281. 

Director of Finances more than a 
collector of offerings, 226; his 
duties, 226-229. 

Director of Home Cooperation 
qualifications and duties of, 
312-314. 

Director of Missions officer in 
the church school, 285; privi- 
lege of, 286; his duties in de- 
tail, 287-289. 


INDEX 


Director of Music relationships 
of, 267; 268; his ministry of 
music, 268-270; his personal 
qualifications, 270; his duties, 
271-273. 

Director of Physical Welfare why 
such an officer in the church 
school, 306; scope of this work, 
307-312; temperance, 308-311; 
purity, 311, 312. 

Director of Publicity qualifica- 
tions of, 237; duties of, to the 
church as a whole, 238, 239; 
duties to the community, 239- 
241; the public cultivated by, 
241; decalogue of, 242, 243; 
quality of his news, 243; sug- 
gested reading for, 243. 

Director of Reading a new office, 
230; his personal qualifications, 
230, 231; his assistants, 231, 
232; his duties, 232-237; the 
three libraries needed by a 
church school, 236. 

Director of Records, necessity of 
records, 216; obsolete practice, 
215; qualifications of, 216, 217; 
more than a secretary, 216; 
his assistants, 217-219; his desk 
or office, 219-221; relationship 
with the church, 221; with the 
school, 221-222; with the 
superintendent and other offi- 
cers, 222, 223; with the teach- 
ers, 223, 224; with the pupils, 
224, 225; the six-point system, 
224-225; with the home, 225, 
226. 

Director of Recreation and So- 
ciability need for such a church- 
school officer, 290-292; per- 
sonal qualifications of, 292- 
294; his aims, 294, 295; his 
duties, 295-300. 

Director of Religious Education, 
the new profession of, 100, 
101; kinds of, 102; caution 
needed, 102-104; a dozen 
don’ts for, 104-110; a dozen 
duties of, 111-118. 


INDEX 


Director of Special Days, kinds 
of special days in a church 
school, 300, 301; qualifications 
of, 301, 302; duties of, 302- 
304. 

Director of Worship, his value in 
in a church school, 247, 248; 
and the worship committee, 
249, his duties, 250-252; ele- 
ments in a worship service, 
252-257; typical primary wor- 
ship service, 258-260; typical 
junior worship service, 260- 
263; typical worship service 
for young people, 263-267; 
testing a worship service, 258. 

Efficiency good for some-one- 
thing, 18, 19. 

Evangelism, Church School duties 
of a director of, 274-281; fuller 
meaning of, 276; responsibility 
of pastor, 274; teachers and, 
278-280; parents and, 277, 278; 
Christ central in, 276. 

Finances, church director of, 
qualifications and duties, 226- 
229. 

Goodness, first essential in a 
church-school leader, 13; 
meaning of genuine, 14-16; an 
achievement of the will, 17. 

Grading in a church school, 45- 
47. 

Gratitude, primary worship pro- 
gram of, 258-260; junior wor- 
ship program of, 260-263; 
yonng people’s worship pro- 
gram of, 263-267. 

Health conditions of in a church 

' school, 307, 308. 

Home religious education in the, 
27; primal institution, 28; 
Roosevelt and Riis quoted con- 
cerning, 28; fundamental relig- 
ious educator, 29; important 
factors in religious education in 
the, 29; cooperation of the 
church school with, 30; direc- 
tor of cooperation with, 312- 
314.7 


321 


Hymns, use of, in worship pro- 
grams, 254-256. 

Instruction materials of, 
209; methods of, 209-212. 

Juniors, nature of, 153, 154; con- 
duct and knowledge of, 154; 
155; provision for, 155, 156; 
materials, methods, organiza- 
tion and programs for, 157, 
158; the faithful worker with 
(a poem), 159; worship pro- 
gram for, 260-263. 

Kindergarten of the church 
school, 146. 

Laws of teaching, 207, 208; of 
home responsibility in relig- 
ious education, 28. 

Leader, The Church School, his 
great objective, 13-26; his 
training, 315-318. 

Leadership organization, 27-84; 
executive, 85-134; supervisory, 
135-208; secretarial, 209-238; 
expressional, 239-314; training 
for, 315-318; selection of, by 
director of religious education, 
116. 

Lessons, Church School uniform, 
208; graded, 209. 

Methods, Teaching question-and- 
answer, 210; problem-discus- 
sion, 210; story telling, 210, 
211; dramatization, 211; hand- 
work, 211; problem - project, 
211, 212. 

Misfits in church-school leaders, 
20 


208, 


Missions, in the Church School, 
importance of, 285, 286; di- 
rector of, qualifications and 
duties, 287-289. 

Music, in the Church School, 
qualifications of a director of, 
270; ministry of, 268-270; 
duties of a director of, 271- 
273; instrumental in worship 
program, 256. 

Offering, use of in worship serv- 
ice, 257. 


322 


51, 55-57; of a community 
board of religious education, 
39-42; the superintendent and 
his, 131, 132. 

Others living for others, 22; 
poem, “Get and Give,” 23. 

Pastor, his place in the church 
school, 87; his opportunity 
and obligation, 88-90; three- 
fold ministry of, 88; his six- 
teen privileges in the church 
school, 90-99; pastor and the 
three - period - session of the 
church school, 62-64; selecting 
directors of religious education, 
103; relation to the church 
director of religious education, 
105, 106, 109, 111, 112. 

Personality tests of a teacher’s, 
201-205. 

Physical Welfare, director of, in 
a church school, scope of his 
work, 306-312; temperance and 
purity programs in a church 
school, 308-312. 

Poems: “Get and Give,” 23; 
“God of the Heart and Hand,” 
140; “Faithful Worker,” 159; 
“The Goal and the Way,” 198; 
“The Friend of Man,” 265; 
“Christ for the World We 
Sing,” 289. 

Prayer, use of in worship pro- 
grams, 253, 254. 

Primary Child, nature of, 150; 
behavior and knowledge, 150, 
151; provision for, 151, 152; 
materials, methods, instruction, 
organization, equipment and 
programs, 152, 153; worship 
program for, 258-260. 

Program, religious education for 
a church, 33; of a three-pe- 
riod-session for a church 
school, 59; 62; of a vacation 
church school, 81, 82; primary 
worship, 258-260; junior wor- 
ship, 260-263; young people’s 
worship, 263-267. 


INDEX 


Officers of a church school, 48-— 


Publicity, church-school director 
of, 237-243; his qualifications, 
237; his duties, 238-241; his 
decalogue, 242, 243; pastors, 
for his church school, 92. 

Pupils knowing and leading, 135- 
192; the superintendent and 
his, 133, 134; growth and de- 
velopment periods charted, 45. 

Purity program for, in a church 
school, 311, 312. 

Questions, use of in teaching, 
210. 

Reading, a church director of, 
230-237. 

Records, importance of, 215; di- 
rector of, 215-226; kinds of 
for church school, 217-219; 
pupils’ six point, 224-225. 

Recreation, church program of, 
296-298; church-school direc- 
‘tor of, qualifications, aims. and 
duties of, 292-300; survey of, 
295, 296; adequate program of, 
296-298; ethics of, 298, 299; 


trained leadership for, 299, 
300; community cooperation 
in, 300. 


Religious Education in the home, 
27-30; in the church, 30-34; 
in the community, 35-43; di- 
rectors of, 98-116; councils of, 
31-36; boards of, 31-43; as a 
profession, 100-118. 

Say testing a teacher’s, 206, 
207. 

Service for others, 22, 23; com- 
munity director of, for a 
church school, 282-285. 

Sociability, church school direc- 
tor of, 290-300. 

Special Days, the superintendent 
and, 130, 131; kinds of in a 
church school, 300, 301; church 
school director of, qualifica- 
tions and duties, 301, 304; 
treated in Marion Lawrance’s 
book, 305. 

Stories in worship programs, 256; 
telling of, 210, 211. 


INDEX 


Sunday Session of church school, 
expanded and enriched, 58, 59; 
Lake Avenue plan described, 
59-64; advantages of, 64-65; 
superintendent’s program, 129. 

Superintendent, of the Church 
School personal qualifications, 
119, 120; appearance and prog- 


ress, 120, 121; his score of 
“nots,” 121-126; and _ his 
church, 126-128; and_ his 
school, 128-131; his Sunday 
session program, 129; and his 
officers, 131, 132; and his 
teachers, 132, 133; and his 


pupils, 133-135; and his com- 
munity, 135; pastor’s relations 
to, 95, 96; his relation to the 
director of religious education, 
104, 113. 

Supervisor of teachers and teach- 
ing, 199-212; qualifications of, 
200, 201; of children, 135-153; 
of young people, 154-185; of 
adults, 186-192. 

Teachers, Church -School, the 
supervisor of, 199-212; person- 
ality tests of, 201-205; voca- 
tional tests of, 205, 206; sense 
tests of, 206, 207; the super- 
intendent and his, 132, 133; 
committee on selection of, 124. 

Teaching supervisor of, 199-212; 
testing of, 207-212; laws of, 
207, 208; materials of, 208, 
209; methods of, 209-212. 

Temperance, a_ church - school 
program of, 308-311. 

Training, necessity of, for church- 


school leaders, 315-3185 
courses for, 317, 318; agencies 
of, 318. 


Vacation Church School, history 
of movement, 76; what is a, 
77; types of, 78; how to 
start, 78; organization and ad- 


323 


ministration of, 79; teachers 
in, 80; curriculum in, 80; daily 
program of, 81, 82; advantages 
of, 82, 83. 

Ventilation, the superintendent’s 
responsibiliy for, 124. 

Vocation, testing a teacher’s, 205. 

Week-day Church School, types 
of, 68; how to start, 68-70; 
clear objectives needed, 70; 
educational standards of, 70, 71; 
where to get teachers for, 71, 
72; curriculum of, important, 
72; teaching methods in, 73; 
relations of, 73; present status 
of, 74; guaranteeing success, 
75. 

Worship, superintendent’s pro- 
gram of, 128-130; definition 
of, 248; place of in church 
school, 247 family worship, 29, 
30; duties of director of, 250- 
252; committee on, 249; year’s 
themes of, for a church school, 
251; elements in, 252-257; mu- 
sic in, 268-270; sample pri- 
mary program of, 258-260! 
model junior program of, 260- 
263; typical program of, for 
young people, 263-267; ten 
tests of, 258. 

Worthwhile, Things in leader’s 
objective, 20, 21. 

Young People knowing, 160-176; 
leading, 177-190; supervisor of, 
160, 161; traits of, 161-176; 
aims of, groups of, 177, 178; 
policy of supervision of, 178, 
179; council organization of, 
179-181; class organization of, 
181-183; exit of, from church 
school, 183, 184; worship pro- 
gram for, 263-267; teachers of, 
which boys like, 184-186; 
teachers of, which girls like, 
186-188; religion of, 188-190. 


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